"That Is NOT What's Happening at Horizon!": Ethics and Misrepresenting Knowledge in Text

Autor/in	Rallis, Sharon F.
Titel	"That Is NOT What's Happening at Horizon!": Ethics and Misrepresenting Knowledge in Text
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 23 (2010) 4, S.435-448 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Private Colleges; Educational Researchers; Participation; Communication Skills; Qualitative Research; Achievement Gap; Urban Schools; Effective Schools Research; Experience; Research Methodology; Self Efficacy; Competence; Science Process Skills; Validity; Ethics; Moral Issues; Faculty Publishing; Descriptive Writing; Literary Styles; Perspective Taking; Theory Practice Relationship; Trust (Psychology); Misconceptions; Epistemology; Hermeneutics; Value Judgment; Participant Satisfaction + Suchen Sie Ihr Suchwort? Privathochschule; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Teilnahme; Kommunikationsstil; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulforschung; Erfahrung; Research method; Forschungsmethode; Self-efficacy; Selbstwirksamkeit; Kompetenz; Gültigkeit; Ethik; Moraltheorie; Literarischer Stil; Zukunftsperspektive; Theorie-Praxis-Beziehung; Missverständnis; Erkenntnistheorie; Hermeneutik; Werturteil
Abstract	This paper analyzes the ethically important moments that helped build, then break, and then negotiate the relationship between researchers and schools during an ethnographic-type study conducted by the team of researchers from a prominent private university. I posit that the researchers' unskilled approach culminated in producing written representations of the schools that were ethically problematic. To quote one school: "That" is NOT what's happening at Horizon!" Guided by simplistic understandings of procedures, rather than by articulated moral principles, the researchers were unable to scrutinize and interrogate their data in light of the context from which the data were collected. They thus failed to examine reflexively the knowledge they produced in their written representations. My critique uses a framework that counters harm with benefit and authority with respect, drawing on both consequential and non-consequential ethical theories, and emphasizes an ethic of care. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10