Everyday ethics: reflections on practice

Rossman, Gretchen; Rallis, Sharon F.

doi:10.1080/09518398.2010.492813

Cited by 64 publications

(46 citation statements)

References 11 publications

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“…Taken as a whole, they give us an ethical direction in which to aim our on-the-spot decisions. They do not, however, as numerous researchers have attested (Hammersley 2009, Homan 2005, McFee 2009, Rossman and Rallis 2010, Ryen 2004), answer all questions or prepare us for all eventualities. We must, therefore, find a way to uphold the spirit of ethical principles when their particularities fail us.…”

Section: Discussionmentioning

confidence: 95%

Negotiating ‘ethically important moments’ in research with young people: reflections of a novice researcher

2015

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The latter half of the twentieth century witnessed a surge in interest around ethics in research. Originally focused on the compilation of ethics guidelines and the importance of having all research approved by institutional review boards before commencement, discussions of research ethics have more recently centred on how such guidelines translate into ethical practice during the research process. Leisure research has been no exception to this trend. Using as an example a research project in Ireland centred on focus groups with young people (aged 15 to 19) regarding their physical activity behaviours and preferences, this paper explores the situated judgement of the interviewer, a novice researcher, as she attempted to navigate four ethically important moments. Discussions centre on moments where the interviewer's situated judgement resulted in research ethics being compromised and moments where the interviewer experienced difficulty reconciling personal and research ethics. Our intention in sharing the situations and resulting questions from this research is to shine a light on the decision making which takes place during the research process and consider how researchers might prepare adequately to make decisions in an ethically sound way.

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Section: Discussionmentioning

confidence: 95%

Negotiating ‘ethically important moments’ in research with young people: reflections of a novice researcher

2015

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“…The perspective suggesting that online research presents new contexts to traditional ethical questions rather than entirely new questions is often accepted; such traditional issues include confidentiality, informed consent, and considerations about harm and burden (Eynon, Fry, & Schroeder, 2008). Rossman and Rallis (2010) lament that issues involving ethical research practice have been reduced to compliance with mandates from Institutional Review Boards, or similar organisations, which are often distanced from on-the-ground perspectives in the social and behavioural fields.…”

Section: Research Ethics: Core Issues and Principlesmentioning

confidence: 99%

“You don't look like your profile picture”: the ethical implications of researching online identities in higher education

Ramírez

Palu-ay

2015

Educational Research and Evaluation

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Social media sites and other contemporary technologies open the possibility for the construction of online identities that are loosely connected to physical bodies; this construction allows individuals to edit their identities constantly, in a continuous process of self-recreation. In parallel, universities utilise printed and electronic media to present themselves in the best light possible through the process of branding, which -it is argued here -constitutes an instance of hyper-real identity assemblage. This article explores the ethical implications of researching brand construction in university advertisements. The authors reflect upon the ethical implications of conducting educational research on university identities when such identities rely on the representations of racially minoritised students. Online identity construction through technology invites a discussion of postmodern notions of self and reality; this article presents an exploration of a postmodern ethics for educational research.

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“…Finally, the principle of justice ensures that both selection and receipt of benefit should be equitable and that procedures are nonexploitative. Only through a morally reasoned relationship between the evaluator and the participants can the dimensions, parameters, and expectations of these principles be ethically defined, negotiated, and shared (see, for example, Hemmings, 2006;Rallis, 2010;Rallis, Rossman, & Gajda (2007); and Rossman & Rallis, 2010 for further discussion of ethical practice and moral principles).…”

Section: From Data To Use: Trust Transparency and Everyday Ethical mentioning

confidence: 99%

When and How Qualitative Methods Provide Credible and Actionable Evidence : Reasoning With Rigor, Probity, and Transparency

Rallis¹

2015

Credible and Actionable Evidence: The Foundation for Rigorous and Influential Evaluations

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Everyday ethics: reflections on practice

Cited by 64 publications

References 11 publications

Negotiating ‘ethically important moments’ in research with young people: reflections of a novice researcher

Negotiating ‘ethically important moments’ in research with young people: reflections of a novice researcher

“You don't look like your profile picture”: the ethical implications of researching online identities in higher education

When and How Qualitative Methods Provide Credible and Actionable Evidence : Reasoning With Rigor, Probity, and Transparency

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