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HREC Forum: Ethics & Qualitative research 21 October 2010 Peter Taylor Science & Mathematics Education Centre School of Science.

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Presentation on theme: "HREC Forum: Ethics & Qualitative research 21 October 2010 Peter Taylor Science & Mathematics Education Centre School of Science."— Presentation transcript:

1 HREC Forum: Ethics & Qualitative research 21 October 2010 Peter Taylor Science & Mathematics Education Centre School of Science

2 today… 2 1.Critical auto-ethnography – multi-paradigmatic research 2.Important ethical issues – narcissism, idealism, aestheticism 3.Recent PhD theses – cultural studies of science & maths education no dwelling…

3 in Mozambique… Dr Emilia Afonso (Mindu Nhalivelo) Deputy Director Centre for Cultural Studies & Ethnoscience Universite Pedagogica, Mozambique “When I subsequently returned to Mozambique and to my practice as a science teacher educator at Universidade Pedagogica, though conscious that learning never ends, I felt empowered to discuss more deeply with my students issues of science in our cultural context. I have been encouraging them to learn from themselves. To interrogate their own attitudes toward learning and teaching science as well as their colleagues’ and teachers’ attitudes. To discover hidden subjectivities they have as Africans, especially in the context of the school science classroom. ” 3

4 in Nepal… Dr Bal Chandra Luitel Coordinator of Mathematics Education Kathmandu University, Nepal “My recently completed doctoral dissertation has addressed the protracted problem of the culturally decontextualised nature of mathematics education which un/wittingly prevents many school students from gaining full access to powerful mathematical ideas. With an emphasis on envisioning, I have developed a mathematics curriculum model to implement creative and innovative pedagogies that help students gain access to much needed mathematical skills and knowledge required for critical and active citizenship. I draw from self-study, Wisdom and Cultural Traditions, transformative education, various forms of imagination and inclusive logics to address otherwise unaddressed research issues, problems and agendas of mathematics education.” 4

5 research questions… How can maths education become relevant to the needs of all people in Nepal (92 languages)? How can maths education resist the Western hegemony of globalisation (neo colonialism) and build on the diverse cultural capital of Nepalese people? How was my cultural identity shaped (distorted) historically, especially by my maths education – the standard philosophy of pure maths, a pedagogy of authoritarianism, a curriculum of cultural reproduction? How can I transform my own professional practice (as a teacher educator) to help produce ‘culturally responsive’ maths teachers, research, curricula and policy ‘glocal’ citizens of Nepal? 5 Subjectivity! Bias! Advocacy! Validity? Reliability? Objectivity?

6 6 positivist research paradigm… Gold Standard

7 multiple research paradigms… 7 PositivismInterpretivismCriticalismPostmodernismIntegralism Arts-based logics & genres metaphor, poetics, dialectics fictive imagining performance texts imagery ideology critique critical reflexivity envisioning transformative praxis ethnography autobiography narrative inquiry self-study inter|subjectivity emancipationreconstruction

8 creative research design space… 8 quantitative methods interpretive methods arts-based methods ideology critique methods

9 risks…harming self & others 9 PositivismInterpretivismCriticalismPostmodernismIntegralism idealism narcissism aestheticism inter|subjectivity emancipationreconstruction

10 risks… narcissism… 10 aestheticism… self indulgence egocentricity revenge self harm self righteousness idealism…

11 risk minimisation strategies… Grounded in researcher’s professional practice Member checks Critical reflexivity & humility Accountability & respect 11

12 Dr Alberto Cupane Head of Physical Sciences Universite Pedagogica, Mozambique One of the major outcomes of my doctoral research was an enhanced consciousness of my Mozambican identity. It is something that can be hardly characterized. My identity includes: my body and the bodies of others my colour and the colour of others my language and the language of others my country and the country of others my relatives and those who I know my relatives and those who I don’t know my soul and the souls of others my spirituality and the spiritualities of others the others are me and I am the others

13 reference… 13 Taylor, P.C., Settelmaier, E., & Luitel, B.C. (in press/2011). Multi-paradigmatic transformative research as/for teacher education: An integral perspective In K. Tobin, B. J. Fraser, & C. McRobbie (Eds.), International handbook of science education. Netherlands: Springer.


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