High Risk yet Invisible: Conflicting Narratives on Social Research Involving Children and Young People, and the Role of Research Ethics Committees

Autor/inn/en	Parsons, Sarah; Abbott, Chris; McKnight, Lorna; Davies, Chris
Titel	High Risk yet Invisible: Conflicting Narratives on Social Research Involving Children and Young People, and the Role of Research Ethics Committees
Quelle	In: British Educational Research Journal, 41 (2015) 4, S.709-729 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3160
Schlagwörter	Foreign Countries; Universities; Accountability; Ethics; Research Committees; Educational Research; Social Science Research; Access to Information; Governance; At Risk Persons; Youth; Informed Consent; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Verantwortung; Ethik; Bildungsforschung; Pädagogische Forschung; Social scientific research; Sozialwissenschaftliche Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Risikogruppe; Jugend; Jugendlicher; Jugendalter; Großbritannien
Abstract	Universities have a special status in society because of the position they hold within their communities and their responsibilities for civic leadership. Consequently, there are increasing calls on universities to make their processes, teaching and finances more transparent to the general public in order to promote greater accountability. Guidance from the Association for Research Ethics Committees includes openness as one of the key principles for research ethics governance but little is known about whether universities are making information about these processes available to the public. Additionally, given the central importance of children and young people as stakeholders in education research, there is particular interest in what the available information would reveal about their inclusion in social research. A search of the websites of 33 social science research-leading institutions in the UK found that only 20 (60%) had publicly accessible information about ethics review and governance. The available information was highly variable in terms of detail, format and procedures and not very easy to locate. Information about the involvement of children and young people in social research was even more limited and variable; tending to emphasise the "vulnerable" status of children as participants and yet providing little or no information about how to effectively support children to provide informed consent. The article concludes with discussion of the potentially concerning impact of this on the involvement of children and young people in research and the need for universities to do more to generate, share and encourage greater innovation in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01