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Ethical appraisal boards: Constitutions, functions, tensions and blind-spots
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. (PAUS)
2019 (engelsk)Inngår i: Implementing Ethics in Educational Ethnography: Regulation and Practice / [ed] Hugh Busher and Alison Fox, London and New York: Routledge, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Ethical appraisal boards are often argued as being modelled on utilitarian ethical conventions and as operating from a perspective of national political sovereignty that is potentially marginalising and possibly even harmful toward critical qualitative educational research, particularly ethnography. However the argument we advance is that the legislative responsibility of human rights in research shouldn’t be confused with unnecessary bureaucratic intervention, for although the work of ethical appraisal can be experienced as intrusive, threatening toward researcher autonomy and professionalism and unnecessarily bureaucratic, using qualitative research methods to elicit people’s perspectives on their environment is not uncomplicated from the perspectives of human rights, not the least those of young people in school. This tension between a notion of imposed bureaucracy and a necessary protection of rights is considered in the present chapter, which tries to bring a balanced critique of the work of ethical appraisal into view by keeping sight of the value of appraisal without denying that there are some potentially troubling tensions.

sted, utgiver, år, opplag, sider
London and New York: Routledge, 2019.
Emneord [en]
Ethics, Ethical appraisal, Education Research
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-21036ISBN: 9781138580251 (tryckt)OAI: oai:DiVA.org:hb-21036DiVA, id: diva2:1316822
Tilgjengelig fra: 2019-05-21 Laget: 2019-05-21 Sist oppdatert: 2019-06-17bibliografisk kontrollert

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