Situated Ethics in Educational Research  book cover
1st Edition

Situated Ethics in Educational Research

ISBN 9780415206679
Published August 30, 2000 by Routledge
224 Pages

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Book Description

Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that in fact ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contributors present theoretical models and practical examples of what situated ethics involves in conducting research on specific areas.

Table of Contents

Chapter 1 Introduction, Helen Simons, Robin Usher; Chapter 2 The dark side of purity or the virtues of double-mindedness?, Sally Glen; Chapter 3 Feminist approaches to a situated ethics, Pat Usher; Chapter 4 Damned if you do, damned if you don't, Helen Simons; Chapter 5 ‘Come into my parlour’, Saville Kushner; Chapter 6 Whose side, whose research, whose learning, whose outcomes?, Rennie Johnston; Chapter 7 Researching education and racialization, Peter Figueroa; Chapter 8 Snakes and ladders, Mary McKeever; Chapter 9 The moral maze of image ethics, Jon Prosser; Chapter 10 Dancing with the devil, Nick Foskett; Chapter 11 A regrettable oversight or a significant omission?, Keith Jones; Chapter 12 Deconstructive happening, ethical moment, Robin Usher;

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Helen Simons is Professor of Education and Evaluation in the Research and Graduate School of Education, Faculty of Social Sciences, University of Southampton. She was a key author of the British Educational Research Association Ethical Guidelines.,
Robin Usher is Professor of Education and Director of Research and Consultancy in the Faculty of Education, Language and Community Services, RMIT University, Australia. He has published widely in the field of educational research.


'The themes are contemporary, well chosen and academically sound with some brilliance.' - Josie Gregory, British Journal of Educational Studies