Socially Just Research for Social Justice: Negotiating Consent and Safety in a Participatory Action Research Project

Autor/in	DePalma, Renee
Titel	Socially Just Research for Social Justice: Negotiating Consent and Safety in a Participatory Action Research Project
Quelle	In: International Journal of Research & Method in Education, 33 (2010) 3, S.215-227 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
Schlagwörter	Social Justice; Research Projects; Action Research; Research Methodology; Court Litigation; Ethics; Cooperation; Homosexuality; Gender Issues; Sexual Identity; Foreign Countries; Elementary Schools; Safety; Educational Environment; Risk Management; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Forschungsvorhaben; Projektforschung; Research method; Forschungsmethode; Rechtsstreit; Ethik; Co-operation; Kooperation; Homosexualität; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Ausland; Elementary school; Grundschule; Volksschule; Sicherheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Risikomanagement
Abstract	This contribution explores what it means to pursue equality and social justice through equitable and just collaborative research methodologies, with a particular focus on two issues: the creation of safe spaces for research participants in the context of a "dangerous" research topic, and the generation of ethically viable research consent. The data analysed is based on an extended self-study of the ethical issues arising during the "No Outsiders" project, a participatory action research project investigating approaches to lesbian, gay, bisexual and transgender (LGBT) equalities in English primary schools. While we had no particular difficulty securing permissions to conduct the research, our experiences throughout the two and a half year-long project and the debates they generated have suggested that ethical issues emerge within a community as part of the research practice and are better addressed through ongoing discussion than through an external evaluation of potential risk. Further, the insistence on protecting participants through anonymity, while serving an institutional need for litigation protection, can restrict participant agency. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10