In many academic fields the researcher often financially remunerates both research assistants and participants. Literature covers the ethics involved in paying informants. Both research design and research methodology literature covers many important aspects of the research process, but neither pays much attention to the issue of research assistants. These relationships can be complicated by the dynamics of an outsider researcher working in a southern context. Drawing upon examples of researcher-research assistant in the field, in Tanzania and South Africa, this paper explores the ethics of financial transactions in researcher-assistant relationships and the ways in which wealth asymmetry can affect the working relationship. We conclude by stating our belief that these issues have not been adequately addressed elsewhere, and that there is an imperative for due consideration in training and planning for these relationships to be considered as integral and visible to the research and writing phases.
The Sustainable Development Goals (SDGs) herald a new phase for international development. This article presents the results of a consultative exercise to collaboratively identify 100 research questions of critical importance for the post‐2015 international development agenda. The final shortlist is grouped into nine thematic areas and was selected by 21 representatives of international and non‐governmental organisations and consultancies, and 14 academics with diverse disciplinary expertise from an initial pool of 704 questions submitted by 110 organisations based in 34 countries. The shortlist includes questions addressing long‐standing problems, new challenges and broader issues related to development policies, practices and institutions. Collectively, these questions are relevant for future development‐related research priorities of governmental and non‐governmental organisations worldwide and could act as focal points for transdisciplinary research collaborations.
(2010) 'Educating the new national citizen : education, political subjectivity, and divided societies.', Citizenship studies., 14 (6). pp. 667-680. Further information on publisher's website:http://dx.doi.org/10. 1080/13621025.2010.522353 Publisher's copyright statement:This is an electronic version of an article published in Staeheli, L.A. and Hammett, D. (2010) 'Educating the new national citizen : education, political subjectivity, and divided societies.', Citizenship studies., 14 (6). pp. 667-680.Citizenship studies is available online at:http://www.tandfonline.com/openurl?genre=articleissn=1362-1025volume=14issue=6spage=667Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. But what most shocked her was how close to her experience of the classroom it was." (Connolly, 2008, p. 27) This example illustrates what is at stake in citizenship education in the context of divided societies. What seems to be rather straightforward -teaching basics of civics, democracy, and the values and behaviours associated with citizenship -inevitably has to confront the histories that children, parents, and teachers have lived. Many traditions of 4 democracy implicitly assume that democracy and citizenship are built around core elements or core principles that are unchanging from place to place, from context to context. But how would students in Brixton, the original setting of the play, interpret and make sense of lessons about equality, confronting as they do racism and material inequality? How would students in Sarajevo make sense of lessons about respect and deliberation after living through a brutal war and the on-going difficulties of forging a sense of mutuality and community?Our focus in this paper is on divided societies and the ways in which citizenship education is used -and perhaps manipulated -in an effort to create particular kinds of citizens that suit the national stories and imaginations that governments and other agents hope to foster. In this way, citizenship education should be seen as a tool in nation-and polity-building; it is one component of a suite of practices associated with social reproduction and citizenship formation (Marston and Mitchell, 2004). The paper begins with a discussion of the purpose of citizenship education and its role in creating political subjectivities for citizens. We then address the relationships between citizens and states as they are often conceptualised in and mobilised by citizenship education theory and programmes. Policies and programmes often use citize...
Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Political geography. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Political geography, 32, 2013, 10.1016/j.polgeo.2012.11.003Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.
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