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Telling secrets, revealing lives: Relational ethics in research with intimate others
- Qualitative Inquiry
, 2007
"... This article focuses on relational ethics in research with intimate others. Relational ethics requires researchers to act from our hearts and minds, acknowledge our interpersonal bonds to others, and take responsibility for actions and their consequences. Calling on her own research studies, the aut ..."
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This article focuses on relational ethics in research with intimate others. Relational ethics requires researchers to act from our hearts and minds, acknowledge our interpersonal bonds to others, and take responsibility for actions and their consequences. Calling on her own research studies, the author examines relational ethics in ethnographies in which researchers are friends with or become friends with participants over the course of their pro-jects. Then she examines autoethnographic narratives in which researchers include intimate others in stories focusing on their own experience. Considering ethical responsibilities to identifiable others, she discusses writing about those who are alive and those who have died. She then reflects on the ways co-constructed autoethnographies circumvent some of the ethical issues in traditional qualitative studies on unfamiliar others, yet avoid some of the ethical concerns in writing about intimate others. The last section presents advice for those who long to write about intimate others.
Rethinking Ethics Review as Institutional Discourse.” Qualitative Inquiry 13 (3): 336–352. Problematizing a Normative Approach to Ethics 17
- Hedgecoe, A. 2008. “Research Ethics Review and the Sociological Research Relationship.” Sociology 42: 873–886
, 2007
"... In this article, the authors trace the emergence of an institutional discourse of ethical research and interrogate its effects in constituting what ethical research is taken to be and how ethical researchers are configured. They illuminate the dissonance between this regime of truth and research pra ..."
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In this article, the authors trace the emergence of an institutional discourse of ethical research and interrogate its effects in constituting what ethical research is taken to be and how ethical researchers are configured. They illuminate the dissonance between this regime of truth and research practice and the impli-cations for the injunction to respect others, illustrating their case with instances from their interview study with anorexic teenage girls. The authors propose that conceptualising the regulation of research ethics as an institu-tional discourse opens up the possibility for asserting counterdiscourses that place relational ethics at the center of moral decision making in research.
Complexity and reflexivity: Two important issues for economic evaluation in health care
, 2007
"... Economic evaluations are analytic techniques to assess the relative costs and consequences of health care programmes and technologies. Their role is to provide rigorous data to inform the health care decision-making process. Economic evaluation may oversimplify complex health care decisions. These a ..."
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Economic evaluations are analytic techniques to assess the relative costs and consequences of health care programmes and technologies. Their role is to provide rigorous data to inform the health care decision-making process. Economic evaluation may oversimplify complex health care decisions. These analyses often ignore important health consequences, contextual elements, relationships or other relevant modifying factors, which might not be appropriate in a multi-objective, multi-stakeholder issue. One solution would be to develop a new paradigm based on the issues of perspective and context. Complexity theory may provide a useful conceptual framework for economic evaluation in health care. Complexity thinking develops an awareness of issues including uncertainty, contextual issues, multiple perspectives, broader societal involvement, and transdisciplinarity. This points the economic evaluation field towards an accountability and epistemology based on pluralism and uncertainty, requiring new forms of lay-expert engagement and roles of lay knowledge into decision-making processes. This highlights the issue of reflexivity in economic evaluation in health care. A reflexive approach would allow economic evaluators to analyze how objective structures and subjective elements influence their practices. In return, this would point increase the integrity and reliability of economic evaluations. Reflexivity provides opportunities for critically thinking about the organization and activities of the intellectual field, and perhaps the potential of moving in new, creative directions. This paper argues for economic evaluators to have a less positivist attitude towards what is useful knowledge, and to use more imagination about the data and methodologies they use.
EXPLORING THE COMPETITIVE ADVANTAGE THROUGH ERP SYSTEMS -- From implementation to applications in agile networks
, 2008
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i Gender and the school formal
, 2012
"... ii This study investigates whether the school formal in New Zealand, like the prom in the United States, is a space where heteronormativity and normative gender codes are reproduced. I explore the gendered differences in the way a group of young people from three secondary schools in one South Islan ..."
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ii This study investigates whether the school formal in New Zealand, like the prom in the United States, is a space where heteronormativity and normative gender codes are reproduced. I explore the gendered differences in the way a group of young people from three secondary schools in one South Island New Zealand urban centre prepare for the formal and perform their sexuality and gender on the night. I analyse the policies of the three participating schools in regard to same sex attracted students attending the formal with same sex partners. I also detail how the participants navigate societal discourses of youth and normative codes of sociability in a New Zealand context. Queer theory and poststructural feminism are the theoretical frameworks guiding the research. Multiple methods of data collection including observations, researcher facilitated interviews (31 in total) and narratives are utilised in the project. Peer researchers at one participating school took photographs at the formal and discussed
Pearls, Pith, and Provocation
"... and knowledge construction interrelate? In this article we suggest a theoretical framework of knowledge construc-tion, employing the concept of dialectics to power differ-entials and to the power relationship between researcher and participants. Traditionally, scholars had assumed asymmetry between ..."
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and knowledge construction interrelate? In this article we suggest a theoretical framework of knowledge construc-tion, employing the concept of dialectics to power differ-entials and to the power relationship between researcher and participants. Traditionally, scholars had assumed asymmetry between the research parties (Karnieli-Miller, Strier, & Pessach, 2009; Reason, 1994). From this perspec-tive, power distribution is perceived as dichotomous and asymmetrical in favor of the researcher, creating unequal relations that make exploitation possible. A critical posi-tion has thus developed, as have attempts to bridge the resulting gaps through an egalitarian outlook and empow-erment of participants. Other scholars have evaluated the gaps between researcher and participants as a source of knowledge construction. In this article, we apply a dialecti-cal approach to the understanding of research relation-ships, suggesting reciprocity as their defining attribute, regardless of their symmetry or asymmetry, and as a source of knowledge construction in qualitative research
Closing the Gap Between Ethics Knowledge and Practice Through Active Engagement: An Applied Model of Physical Therapy Ethics
"... Physical therapist practice has a distinct focus that is holistic (ie, patient centered) and at the same time connected to a range of other providers within health care systems. Although there is a growing body of literature in physical therapy ethics knowledge, including clinical obligations and un ..."
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Physical therapist practice has a distinct focus that is holistic (ie, patient centered) and at the same time connected to a range of other providers within health care systems. Although there is a growing body of literature in physical therapy ethics knowledge, including clinical obligations and underlying philosophical principles, less is known about the unique ethical issues that physical therapists encounter, and how and why they make ethical decisions. As moral agents, physical therapists are required to make autonomous clinical and ethical decisions based on connections and relationships with their patients, other health care team members, and health institutions and policies. This article identifies specific ethical dimensions of physical therapist practice and highlights the development and focus of ethics knowledge in physical therapy over the last several decades. An applied ethics model, called the “active engagement model, ” is proposed to integrate clinical and ethical dimensions of practice with the theoretical knowledge and literature about ethics. The active engagement model has 3 practical steps: to listen actively, to think reflexively, and to reason critically. The model focuses on the underlying skills, attitudes, and actions
Emerging Critical Literacy in Teachers as Novice Researchers
"... Abstract: This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants ’ experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens ..."
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Abstract: This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants ’ experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as complicating, and possibly constraining, the professional learning of teachers as they engage in research. I Learned this Year I would start keeping field notes. You’d ask—I’d promise. Then the next week would come—nothing. I was so focused on other MA assignments. I should have managed my time better. BUT I was taking other MA classes, teaching 25 hours, and I was a [teacher leader], plus I was teaching exit level students. I wouldn’t have kept the [teacher leader] job to begin with! It put a lot of pressure, and the school is changing, and people are not ready to do that. I learned this year: I can’t defend things that I don’t believe in. (Found poem of recorded conversations with ‘Damla’)
