Is it the end for anonymity as we know it? A critical examination of the                 ethical principle of anonymity in the context of 21st century demands on the                 qualitative researcher

Tilley, Liz; Woodthorpe, Kate

doi:10.1177/1468794110394073

Cited by 187 publications

(97 citation statements)

References 33 publications

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“…This can also be exacerbated by the greater use of new media (Tilley and Woodthorpe, 2011) and an internationalised student body. These ideas, along with the problematising TCs framework (Meyer and Land, 2003) can thus remind us that it is the intersection between learner and curriculum that is important, and that there is an inherent tension between codes of conduct and actual research practices, and many pedagogic tools available to us do not explicitly address diversity.…”

Section: In a Newmentioning

confidence: 99%

Reflections on teaching research ethics in education for international postgraduate students in the UK

Smith

2015

Teaching in Higher Education

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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. Reflections on teaching research ethics in education for international postgraduate students in the UKResearch ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum conflicts with hegemonic codes of conduct regarding research ethics that seem resistant to change. The framework of threshold concepts is applied to the teaching and learning of research ethics in education not, as is usual, to identify such concepts, but to draw attention to the critical role of the intersection between learner and curriculum and how institutional expectations need to be reappraised.

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Section: In a Newmentioning

confidence: 99%

Reflections on teaching research ethics in education for international postgraduate students in the UK

Smith

2015

Teaching in Higher Education

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“…I viewed consent as an ongoing process and revisited this with participants at different points in the research. Ethical dilemmas at the heart of this research, particularly the question of anonymity, have been covered in more depth elsewhere (Tilley and Woodthorpe, 2011).…”

Section: Methodsmentioning

confidence: 99%

Management, Leadership, and User Control in Self-Advocacy: An English Case Study

Tilley¹

2013

Intellectual and Developmental Disabilities

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This paper presents findings from a qualitative research project on an English self-advocacy organization.In light of recent political and economic developments that have threatened the sustainability of a number of self-advocacy groups for people with intellectual disabilities, I seek to explore how one particular organization managed to survive and grow. In particular, the paper explores themes of management, leadership, and user control, linking these to external perceptions about self-advocacy organizations. The organization in my study developed an 'interdependent' governance model based on key organizational roles for non-disabled advisors and self-advocates which proved popular with external funders. Despite the organization's notable achievements, their success raises questions for the wider self-advocacy movement, notably how leadership capacity can be developed amongst self-advocates. IntroductionSelf-advocacy for people with intellectual disabilities has been described as "people coming together to speak up for themselves" (DH, 2009: 96). Self-advocacy has been posited as an activity, a process, and an outcome; a space in which people with intellectual disabilities can develop not only their confidence, skills and leadership capacity (Caldwell, 2010), but also a collective identity, providing an essential foundation for grass roots activism (Goodley, 2005; Bylov, 2006;Siska, 2006; CEPF, 2012). Studies have highlighted the 'transformative' potential of self-advocacy in supporting people to challenge normative assumptions about intellectual disability (Goodley, 1997;Beart et al 2004;Tsuda and Smith, 2004) and for providing opportunities for people to expand their social networks and develop long-lasting friendships (CEPF 2010; Changing Our Lives, 2010). 1In England, self-advocacy gained momentum with the publication of Valuing People in 2001, the first White Paper on intellectual disability for 30 years. Although Valuing People had cross-party consensus, its focus on rights, independence, choice, and inclusion mirrored the wider New Labour vision of 'third way' politics -a renewal of social democracy which embodied a middle ground between the market individualism of neo-liberalism and the collectivist state-centred approach of past Labour governments (Giddens, 1998;Newman 2001). In the realm of intellectual disability, service users were invited to contribute to decision-making and planning at the national level by linking to the government's learning disability Taskforce, through the National Forum The contention is that as self-advocacy moves up the political agenda, people with intellectual disabilities run the risk of being co-opted into working for commissioners and service providers, rather than for themselves. This is in spite of the fact that people with intellectual disabilities have made it explicitly clear that they view self-advocacy as an important mechanism to improve aspects of their lives that are not directly related to intellectual disability services (Aspis 1997(Aspis , 2002 L...

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“…Whilst it may be relevant in some research studies to consider the appropriateness of employing anonymity as an ethical principle (Tilley and Woodthorpe, 2011), there was no question that the narratives in this project needed to be made anonymous. The stories combined with archived reports showed the long stay hospitals were a complex mix of compassion, tragedy and comedy.…”

Section: Stories Of Oppression and Alleged Abusementioning

confidence: 99%

Life Stories, Intellectual Disability, Cultural Heritage and Ethics: Dilemmas in Researching and (re)presenting Accounts from the Scottish Highlands

Marshall¹,

Tilley²

2013

Ethics and Social Welfare

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Is it the end for anonymity as we know it? A critical examination of the ethical principle of anonymity in the context of 21st century demands on the qualitative researcher

Cited by 187 publications

References 33 publications

Reflections on teaching research ethics in education for international postgraduate students in the UK

Reflections on teaching research ethics in education for international postgraduate students in the UK

Management, Leadership, and User Control in Self-Advocacy: An English Case Study

Life Stories, Intellectual Disability, Cultural Heritage and Ethics: Dilemmas in Researching and (re)presenting Accounts from the Scottish Highlands

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