Micro-ethics for participatory design with marginalised children

Abstract

Marginalised children are uniquely vulnerable within western societies. Conducting participatory design research with them comes with particular ethical challenges, some of which we illustrate in this paper. Through several examples across two different participatory design projects (one with autistic children, another with visually impaired children), we reflect on the often overlooked tensions on the level of micro-ethics. We argue we are often required to rely on multiple moral frames of references. We discuss issues that the immediate interaction between researchers and marginalised children in participatory projects can bring and offer an understanding of how micro-ethics manifest in these collaborations. We contribute to a theoretical exploration of ethical encounters based on empirical grounds, which can guide other researchers in their participatory endeavours. CCS CONCEPTS • Human-centered computing → Participatory design; Accessibility theory, concepts and paradigms; • Social and professional topics → Codes of ethics;

Emotion Work in Experience-Centered Design

“…Researchers as a result have produced a range of accounts of the ethical flexibility required to work in these complex settings [30]. These include guidance on how to engage more deeply with the ethical responsibility of working in sensitive or complex areas [11], ethical reflections on developing participant-researcher relationships [37]; the micro-ethics entailed in participatory design research [35]; through to the importance of managing the expectations of participants when engaging with new technologies [39]. Many of these recommendations are linked to an increased sensitivity to the emotional experiences and needs of the participants, and ways of treating these individuals and their participation with respect.…”

“…Unlike the types of employment discussed in Hochschild's work (air stewards, debt collectors), there are no detailed manuals, no extensive training sessions, which detail how to behave when doing ECD. Of course, institutions and countries have specific ethical practices which must be adhered to, but these, as Spiel [35] has identified, do not get at the micro-ethics of the everyday practices of working with people. As design researchers we draw from our training, supervisors, colleagues, and available literature to guide us on how to be professional within ECD practices.…”

The Designer's Role in Revitalized Participatory Design Agendas

“…For example, Kendall and Dearden (2018) explore how historical processes of colonialism influence PD projects; • Interpersonal interactions in a participatory practice matter: the way which a designer responds to conflicts and unexpected situations in practice is a point considered in new PD agendas (Akama and Light 2018). Interpersonal relationships which occur during practice influence the results, and building trust is an important part of working with a partner community (Spiel et al, 2018). Each detail in the practice's procedure influences the relations between people in practice, and it is possible for the designer to prepare for working on the community (Akama and Light 2018).…”

“…However, this effort of preparation is not a guarantee of success, as some interactions that are not usually documented in technical reports (e.g. appearance) may still change project results (Spiel et al, 2018)…”

Visual juggling

“…In participatory design research with children, observations are a source of design and research data [2,3,8,9] which helps researchers to understand children and their world. It is important to build trust with children [7,12]; paired with longterm interactions, this can lead to even traditional observers forming affective relationships with children; more involved researchers may become part of the children's lives [1,14]. In addition observation can influence behaviours of groups being studied [13].…”