Bridging Guidelines and Practice: Toward a Grounded Care Ethics in Youth Participatory Action Research

Ritterbusch, Amy E.

doi:10.1080/00330124.2011.596783

Cited by 32 publications

(29 citation statements)

References 13 publications

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“…; Manzo and Brightbill ). This is a situated and relational stance orientated around an ethos of care and responsibility (Massey ; McEwan and Goodman ; Ritterbusch ), ongoing negotiation of the nature and scope of participation (Hay ; Kearns ; Kindon and Latham ) and a commitment to take action in order to achieve affirmative social transformations among, and on behalf of, those participating (Fuller and Kitchen ; Kesby ; Pain and Francis ).…”

Section: Introductionmentioning

confidence: 99%

Going public? Re‐thinking visibility, ethics and recognition through participatory research praxis

Dickens

Butcher

2016

Trans Inst British Geog

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Recent work in human geography has articulated the principles of an emerging 'participatory ethics'. Yet despite sustained critical examination of the participatory conditions under which geographical knowledge is produced, far less attention has addressed how a participatory ethics might unsettle the conventional ways such knowledge continues to be received, circulated, exchanged and mediated. As such, the uptake of visual methods in participatory research praxis has drawn a range of criticism for assuming visual outputs 'tell their own stories' and that publics might straightforwardly engage with them. In response, this paper develops an argument for adopting an ethical stance that takes a more situated, processual account of the ways participants themselves might convene their own forms of public engagement, and manage their own conditions of becoming visible through the research process. To do so the concept of an ethics of recognition is developed, drawing attention to the inter-and intrasubjective relations that shape the public research encounter, and signalling ways that participants might navigate such conditions in pursuit of their intuitive desire to give an account of themselves to others. This ethical stance is then used to rethink questions of visibility and publicness through the conditions of reception, mediation and exchange that took place during the efforts of a London-based participatory research project to 'go public'. Drawing in particular on the experiences of one of the project participants, we suggest how a processual and contingent understanding of public engagement informed by such an ethics of recognition might be anticipated, approached and enacted.

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Section: Introductionmentioning

confidence: 99%

Going public? Re‐thinking visibility, ethics and recognition through participatory research praxis

Dickens

Butcher

2016

Trans Inst British Geog

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“…Limited time allocation for the subject should be overcome and enriched with varying strategies, in terms of policy and learning process. The existence of the subject should not only be taken as merely another subject on its own but more than that, it is connected to other subjects too (Ritterbusch, 2012). Therefore, the time portion for religious understanding should be more accommodating to such policies.…”

Section: Previous Researchmentioning

confidence: 99%

Strategy in Creating School Environment: Lessons from High Schools in Indonesia

Wekke

Sahlan

2014

Procedia - Social and Behavioral Sciences

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There is a need to enhance school culture and its surrounding area to support of teaching and learning. Therefore, this research was conducted to identify how high schools in Malang City, Indonesia create their neighbourhood to maintain the process of learning. Qualitative approach was implemented during research circles. Moreover, multisite data collection was research conduction. Research was conducted in five high schools in Malang City, East Java, Indonesia; they are SMAN 1, SMAN 3, SMAN 4, SMA Shalahuddin dan SMA Muhammadiyah 1 Malang. The process to shape religious culture through two main strategies namely: (a) instructive sequential strategy and (b) constructive sequential strategy. The first strategy (i.e. instructive sequential strategy) is the efforts to put the structural instructions aspect into practice. Meanwhile, the second strategy (i.e. constructive sequential strategy) is the efforts to build the schools' religious culture.

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“…This makes for us a Levinasian ethics distinct from an ethics of care based on trust, friendship and long-term relationships. Even researchers who whole-heartedly embrace the principles of ethics of care, still question how far their responsibility towards the other should reach (Ritterbusch 2012). The reflections about positionality, caring after the fieldwork, reciprocity and considerations of participatory research are inadequate in a Levinasian ethics.…”

Section: Levinas Criticisesmentioning

confidence: 99%

An alternative ethics for research: Levinas and the unheard voices and unseen faces

Vermeylen¹,

Clark

2016

International Journal of Social Research Methodology

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Bridging Guidelines and Practice: Toward a Grounded Care Ethics in Youth Participatory Action Research

Cited by 32 publications

References 13 publications

Going public? Re‐thinking visibility, ethics and recognition through participatory research praxis

Going public? Re‐thinking visibility, ethics and recognition through participatory research praxis

Strategy in Creating School Environment: Lessons from High Schools in Indonesia

An alternative ethics for research: Levinas and the unheard voices and unseen faces

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