Post-Abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from the Field

Autor/inn/en	Cremin, Hilary; Aryoubi, Hogai; Hajir, Basma; Kurian, Nomisha; Salem, Hiba
Titel	Post-Abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from the Field
Quelle	In: British Educational Research Journal, 47 (2021) 4, S.1102-1119 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cremin, Hilary) ORCID (Hajir, Basma) ORCID (Kurian, Nomisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3712
Schlagwörter	Ethics; Educational Research; Conflict; War; Graduate Students; Foreign Countries; Safety; Risk Management; Synthesis; Autobiographies; Ethnography; Universities; Afghanistan; Jordan; Lebanon; India + Suchen Sie Ihr Suchwort? Ethik; Bildungsforschung; Pädagogische Forschung; Konflikt; Krieg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Sicherheit; Risikomanagement; Autobiography; Autobiografie; Autobiographie; Ethnografie; University; Universität; Libanon; Indien
Abstract	This article draws heavily on the post-abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that provide refuge to our people: Afghanistan, Jordan, Lebanon and India. We seek to deepen standard understandings of ethics as institutionalised in university forms, arguing that tidy checklists for safety and risk mitigation do not adequately address the complex affective and socio-political struggles permeating research, and the bodies of researchers, in these settings. Our main focus here is on how we can synthesise our various experiences in order to offer something of value to others who may be about to go into the field in settings affected by armed conflict and crisis. The question that we address, then, is: how can researchers avoid the limitations, obfuscations and silences of traditional institutional ethics in order to adopt a situated, embodied, post-abyssal research ethic that might open up new spaces for emotion, encounter, and engagement with struggle, risk and voicing? We use an autoethnographic approach that enables congruence with the aims of this article, and that supports our aspirations for enhanced impact through powerful narrative. We end with discussion that contains suggestions for institutions, supervisors, researchers, and for funding and professional bodies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01