Situated Ethics in Educational Research
Helen Simons, Robin Usher
Psychology Press, 2000 - Education - 208 pages
Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that in fact ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contributors present theoretical models and practical examples of what situated ethics involves in conducting research on specific areas.
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The dark side of purity or the virtues of doublemindedness?
ethical and political
ethical space and the conduct
Whose side whose research whose learning whose outcomes?
virtue or validity?
ethical issues in conducting educational
The moral maze of image ethics
action research analysis apartheid approach argue binary chapter commitment complex concerned conflict constructed context critical culture decisions deconstruction Derrida discourse documentary educational markets educational research emancipatory research epistemological ethical dilemmas ethical issues ethical principles ethical space evaluation example experience feminist ethics film gender healthcare hospice identified image-based research images implications important informed consent institutions integrity involved judgements knowledge logocentrism managers means metaphysics of presence method methodology moral moral maze negotiation notion outcomes participatory participatory action research particular perspective photographs political position possible postmodern problem programme pupils quantitative research questions race racial racism reality reflexive relation relationship research in education research process responsibility RMIT University role situated ethics social justice South Africa specific statistical teachers theory tion Troyna truth understanding University of Southampton unwaged adults unwaged participants values visual visual sociology voice