Thinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research.
Thinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research.
Alison Fox is a Senior Lecturer at the Faculty of Wellbeing, Education and Language Studies at The Open University, UK. Hugh Busher is an Honorary Associate Professor in the School of Education, University of Leicester, UK. Carmel Capewell is a Senior Lecturer in the School of Education at Oxford Brookes University, UK.
Inhaltsangabe
Table of Contents Foreword Section 1 Research empowering Children and Young People Chapter 1 Introduction - Alison Fox, Hugh Busher and Carmel Capewell Chapter 2 Persistence and perseverance: Working with University Research Ethics Committee (UREC) processes to elicit children's views, voices and volitions - Deb McGregor, Sarah Frodsham Clarysly Deller Chapter 3 Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls' aspirations in Zimbabwe: practitioners' perspectives - Liz Chamberlain, Alison Buckler and Faith Mkwananzi Chapter 4 Well That's another Fine Mess You Got Me Into: The Jargon of Research (How do we translate this for the participant with additional needs?) - Carol-Ann O'Síoráin, Connor McGuckin and Kate Carr-Fanning Chapter 5 Hearing students' voices through photo-narratives that elicit their views on relationships and power in schools - Hugh Busher Chapter 6 Diaries and hearing maps from a diagnostic tool to a communication device between adults and 3-7 year old children with glue ear - Carmel Capewell Chapter 7 Listening to silence in the quest to offer migrant learners a 'voice' through picturebook research in South Africa - Helen Hanna Section 2 Research empowering adults and for professional learning Chapter 8 Teacher empowerment within Twitter chats: A more-than-human perspective - Martina Emke Chapter 9 Ethical Reflections on Ethnographic Exposure of Exclusion in PBL Group-learning - Gerd Christensen Chapter 10 Methods for and with refugees: issues of vulnerability and participation of displaced people in camps on the Thai-Burma border - Victoria Jack Chapter 11 Socio-mapping and the relational resilience of and for training teachers - Alison Fox, Kate Sida-Nicholls and Rob Loe Chapter 12 Critical realist research: ethical issues and dilemmas as illustrated through a doctoral study in an African university - Kris Stutchbury Chapter 13 Mature students use of free-drawn mind diagrams to express the struggles of their learning journeys: Ethics, identity and power - Hugh Busher and Nalita James Section 3 Critical appraisal of ethics and research Chapter 14 Critical ethical reflexivity: Reflections for practice and knowledge - Alison Fox and Hugh Busher Chapter 15 Developing Phrón¿sis: Challenges and opportunities - Hugh Busher, Alison Fox and Carmel Capewell
Table of Contents Foreword Section 1 Research empowering Children and Young People Chapter 1 Introduction - Alison Fox, Hugh Busher and Carmel Capewell Chapter 2 Persistence and perseverance: Working with University Research Ethics Committee (UREC) processes to elicit children's views, voices and volitions - Deb McGregor, Sarah Frodsham Clarysly Deller Chapter 3 Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls' aspirations in Zimbabwe: practitioners' perspectives - Liz Chamberlain, Alison Buckler and Faith Mkwananzi Chapter 4 Well That's another Fine Mess You Got Me Into: The Jargon of Research (How do we translate this for the participant with additional needs?) - Carol-Ann O'Síoráin, Connor McGuckin and Kate Carr-Fanning Chapter 5 Hearing students' voices through photo-narratives that elicit their views on relationships and power in schools - Hugh Busher Chapter 6 Diaries and hearing maps from a diagnostic tool to a communication device between adults and 3-7 year old children with glue ear - Carmel Capewell Chapter 7 Listening to silence in the quest to offer migrant learners a 'voice' through picturebook research in South Africa - Helen Hanna Section 2 Research empowering adults and for professional learning Chapter 8 Teacher empowerment within Twitter chats: A more-than-human perspective - Martina Emke Chapter 9 Ethical Reflections on Ethnographic Exposure of Exclusion in PBL Group-learning - Gerd Christensen Chapter 10 Methods for and with refugees: issues of vulnerability and participation of displaced people in camps on the Thai-Burma border - Victoria Jack Chapter 11 Socio-mapping and the relational resilience of and for training teachers - Alison Fox, Kate Sida-Nicholls and Rob Loe Chapter 12 Critical realist research: ethical issues and dilemmas as illustrated through a doctoral study in an African university - Kris Stutchbury Chapter 13 Mature students use of free-drawn mind diagrams to express the struggles of their learning journeys: Ethics, identity and power - Hugh Busher and Nalita James Section 3 Critical appraisal of ethics and research Chapter 14 Critical ethical reflexivity: Reflections for practice and knowledge - Alison Fox and Hugh Busher Chapter 15 Developing Phrón¿sis: Challenges and opportunities - Hugh Busher, Alison Fox and Carmel Capewell
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