Embodied generosity – the ethics of doing action research in the places where we work

Traeger, James

doi:10.1080/14767333.2015.1130390

Cited by 1 publication

(2 citation statements)

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“…Because processes and goals are collectively defined as a participatory project proceeds, we cannot predefine potential risks, necessitating questioning what we are asking consent for when we do not know where the research will go (see Traeger, ). In STEM Justice , for instance, we had anticipated a particular focus on the practices youth workers used with young people; as the project developed, we recognized the need for further professional development for youth workers themselves.…”

Section: Ethical Considerations When Utilizing Participatory Researchmentioning

confidence: 99%

“…(p. 74)For participatory projects, the IRB process is backward and incomplete (see, e.g., Lincoln & Tierney, ). IRBs assume that researchers and participants have unique and discrete roles and no other relationships (Reid & Brief, ), yet participatory projects necessitate a blurring of roles and establishing relationships beyond the bounds of research questions and data generation (see, e.g., Patel, ; Smith, ; Traeger, ). We cannot know in advance how a study in which people co‐construct research questions and methods of data collection, analysis, and interpretation will make people vulnerable or cause anxiety or tension.…”

Section: Beginning Conversations To Expand Ethical Considerationsmentioning

confidence: 99%

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On the need for expanded guidance in navigating ethical learning research at science museums

et al. 2020

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Science learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely face in studying science learning. To explore this, the paper first shares contexts of studying informal science education at the Science Museum of Minnesota, including epistemological understandings of both science and research, a commitment to justice‐based equity, and existing ethical guidance and processes. Drawing on three research projects, it explores ethical issues pertaining to (a) museum visitors and (b) museum staff and community members engaging in participatory research. First, as visitors do not generally come to a museum to be part of a research study, learning researchers must consider sampling, representation, and data collection methods, balancing these with a museum‐goer's desires for their visit. Second, when using participatory methodologies with staff, community members, and young people as co‐researchers, ethical considerations involve building relationships, redefining (unanticipated) risks, and data collection and dissemination practices that do not extend existing social inequities or work hierarchies. Ultimately, this position paper argues for expanded or revised ethical guidance that meets the needs of this work, surpasses current guidelines or institutional review board practices, draws on epistemologies outside of a supposedly neutral, individualistic Western framework, and places participants at the center of the work. Such a discussion could enhance the ethical study of science learning across settings.

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Section: Ethical Considerations When Utilizing Participatory Researchmentioning

confidence: 99%

Section: Beginning Conversations To Expand Ethical Considerationsmentioning

confidence: 99%

On the need for expanded guidance in navigating ethical learning research at science museums

et al. 2020

View full text Add to dashboard Cite

show abstract

Embodied generosity – the ethics of doing action research in the places where we work

Cited by 1 publication

References 4 publications

On the need for expanded guidance in navigating ethical learning research at science museums

On the need for expanded guidance in navigating ethical learning research at science museums

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