Ethics and Reflexivity in Educational Research J.Mitton EDUC 505 July 2011

What is ethics in research & why is it important? Traditional definition of ethics Places in which ethics are learned Ethical norms versus laws Ethics and interpretation Disciplines of study and ethics

Adhering to ethical norms in research Why is it important to adhere to ethical norms in research? Promotion of research aims (knowledge, truth, avoidance of error) Essential values of collaborative work (trust, accountability, mutual respect, fairness) Public accountability Public support for research Moral and social values (social responsibility, human rights, animal welfare, compliance with the law, and health and safety)

Ethical principles What might be some of the ethical principles promoted by various research codes and policies address? honesty, objectivity, integrality, carefulness, openness, respect for intellectual property, confidentiality, responsible publication, responsible mentoring, respect for colleagues, social responsibility, non-discrimination, competence, legality, animal care

Ethical norms and procedures What are some of the more common procedures associated with research ethics? Submission of study proposal to an ethics review board Invitation of participants Letter of informed consent Rights of participants Transparency of procedures Data and ownership Shelf life of data

How can research ethics be taught? Why is training needed in research ethics? To…. Stimulate the moral imagination Recognize ethical issues Develop analytical skills Elicit a sense of moral obligation Tolerate and resist disagreement and ambiguity

Case Study 1 Carolyn, a classroom teacher, is working on her M.Ed research with two students, Chris and Kate. When she began the study she secured informed consent from all of her students and stated that participants have the right to discontinue their participation at any time without penalty. As she is reaching the final phase of writing up her study Chris wishes to drop out of the research and Kate, after hearing that Chris no longer wants to participate follows suit and also asks to withdraw from the study. Carolyn has no choice but to allow them to withdraw without penalty but is now in a position where she has no data from any other students. Feeling pressured and knowing that this study will make important contributions to the field she decides to use their data and disguise it as data from two other students who agreed to participate at the start of the study.

Focusing on (and anticipating) ethically important moments When might things get complicated in the process of conducting research? Colleagues as participants Students as participants Positions of authority and working with participants Working on a research team and future implications of study Other suggestions?

Reflexivity and the nature of ethics Ethically important moment: “…the difficult, often subtle, and usually unpredictable situations that arise in the practice of doing research” (Guillemin & Gillam, 2004, p. 262).

“Procedural ethics” versus “Ethics in practice” “…usually involves seeking approval from a relevant ethics committee to undertake research involving humans.” “…cannot in itself provide all that is needed for dealing with ethically important moments.” Ethics in practice: “…the everyday ethical issues that arise in the doing of research.” Reflexivity: “…a helpful conceptual tool for understanding both the nature of ethics in qualitative research and how ethical practice can be achieved.” Guillemin & Gillam, 2004, p. 263

Reflexive research Adopting a reflexive research process means: A process of critical scrutiny and interpretation to research methods and data as well as researcher, participants and research context. Includes issues about the ultimate purpose of research and the interpersonal aspects of research. Being awake to the ordinary, everyday research practice and to ethically important moments if and when they arise. Guillemin & Gillam, 2004, p. 275-276

Being reflexive in an ethical sense means acknowledging and being sensitized to the micro ethical dimensions of research practice and in doing so, being alert to and prepared for ways of dealing with the ethical tensions that arise. Guillemin & Gillam, p. 278

References Guillemin, M. & Gillam, L .(2004). Ethics, reflexivity, and "ethically important moments" in research. Qualitative Research, 10, 261-280. Resnik, D.B. What is ethics in research & why is it important? NIEHS: National Institute of Environmental Health Sciences. Retrieved on April 8, 2011 from http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm Thomas, M. (2009). Review article: Ethical issues in the study of second language acquistion: Resources for researchers. Second Language Research, 25, 493-511. UKCLE. How can we teach research ethics? The Higher Education Academy: UK Centre for Legal Education. Retrieved on April 6, 2011 from http://www.ukcle.ac.uk/resources/ethics/ethics/teaching/#