Ethics and Educational Research

The aims of the session  To consider the ethical values that inform educational research  To reflect on our own values  To consider how ethics informs all stages of the research process

A Definition “An ‘ethic’ is a moral principle or a code of conduct which … governs what people do. It is concerned with the way people act or behave. The term ‘ethics’ usually refers to the moral principles, guiding conduct, which are held by a group or even a profession (though there is no logical reason why individuals should not have their own ethical code)” (Wellington 2000: 54)

The impact of research “Fortunately, social research… does not kill or maim children. Yet researchers may upset and worry children and parents, embarrass them, or betray them, for example by making false promises. Researchers may produce misleading findings that result in policies that can damage children’s lives” (Alderson 2007:99) Generate as many examples as you can think of, of ways that educational research might impact negatively on participants

ESRC: 6 key principles  Research should be designed, reviewed and undertaken to ensure integrity and quality  Research staff and subjects must be informed fully about the purpose, methods and intended possible uses of the research, what their participation in the research entails and what risks, if any, are involved.  The confidentiality of information supplied by research subjects and the anonymity of respondents must be respected  Research participants must participate in a voluntary way, free from any coercion  Harm to research participants must be avoided  The independence of research must be clear, and any conflicts of interest or partiality must be explicit

Being an ethical researcher It’s about your choices Ethics in ER is a decision-making process, not a rule-following process. It requires commitment to the principles of ethical engagement and a willingness to consider the ethical implications of your own research actions. It’s an on-going process Ethical thinking is required at every stage of the research process, from research design, through working with participants, to analysing and reporting the data.

Informed consent Participants should be informed about:  the aims of the research  what time and commitment is required  who will know the results  whether there will be feedback  whether confidentiality is promised  that participation is voluntary  that they have the right to withdraw at any point

Harm and Distress  British universities have begun to require all new research staff to have a criminal records check  a project involving children, families or vulnerable populations, should establish a procedure and identified contacts to activate help and support in the event of a disclosure.  phrasing interview questions with care and sensitivity Do you need to know, do you have any right to know?  Consider the impact of publication

Privacy and Confidentiality  public confidentiality not identifying participants or locale in reports/publications  social network confidentiality not passing on information to family members  third-party breach of privacy where a group/household member reveals personal information about somebody else  Limits to confidentiality Within the limits of the law The revelation that someone is in danger  If the researcher feels it is necessary to break confidentiality, the participant will normally be informed what action is being taken