Literaturnachweis - Detailanzeige
| Autor/inn/en | Chesser, Stephanie; Porter, Michelle M.; Tuckett, Anthony G. |
|---|---|
| Titel | Cultivating Citizen Science for All: Ethical Considerations for Research Projects Involving Diverse and Marginalized Populations |
| Quelle | In: International Journal of Social Research Methodology, 23 (2020) 5, S.497-508 (12 Seiten)
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| Zusatzinformation | ORCID (Tuckett, Anthony G.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1364-5579 |
| DOI | 10.1080/13645579.2019.1704355 |
| Schlagwörter | Science Education; Citizen Participation; Scientific Research; Participatory Research; Research Projects; Minority Groups; Ethics; Inclusion; Cultural Awareness; Cooperation; Safety |
| Abstract | In this paper we argue that investigators using citizen science should attend, as much as possible, to certain ethical considerations when conceptualizing projects by embracing 1) inclusivity (finding ways to include those who have traditionally been excluded), 2) adaptation (modifying projects to provide greater opportunities for varied participation), 3) sensitivity (ensuring projects take into account and respect cultural traditions and beliefs), 4) safety (protocols that protect the physical, psychological, and cultural safety of citizen scientists and society at large), and 5) reciprocity (benefits for citizen scientists). These recommendations are particularly important when engaging in collaborative or co-created citizen science projects with marginalized groups. We provide examples of how citizen science projects can be designed and adapted in ways that ensure that they follow The Golden Rule, and make them appealing to, and achievable for, a greater number of individuals in our diverse global society. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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