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How do higher degree research students and supervisors navigate ethics‐in‐practice for educational research in sensitive or 'fragile' contexts?

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Title: How do higher degree research students and supervisors navigate ethics‐in‐practice for educational research in sensitive or 'fragile' contexts?
Authors: Burke, Rachel, Baker, Sally, Molla, Tebeje, Cabiles, Bonita, Fox, Alison
Source: British Educational Research Journal. Apr2024, Vol. 50 Issue 2, p837-854. 18p.
Subjects: Supervisors, Education research, Linguistics, Precarity, Forced migration
Abstract: The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or 'fragile' settings, where trauma, marginalisation and socio‐political precarity are prevalent. Yet, despite increased awareness of micro‐ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro‐ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well‐being, to explore their experiences with micro‐ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro‐ethical challenges and identify key supports for navigating ethics‐related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro‐ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How do higher degree research students and supervisors navigate ethics‐in‐practice for educational research in sensitive or 'fragile' contexts?
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Apr2024, Vol. 50 Issue 2, p837-854. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Precarity%22">Precarity</searchLink><br /><searchLink fieldCode="DE" term="%22Forced+migration%22">Forced migration</searchLink>
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  Data: The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or 'fragile' settings, where trauma, marginalisation and socio‐political precarity are prevalent. Yet, despite increased awareness of micro‐ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro‐ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well‐being, to explore their experiences with micro‐ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro‐ethical challenges and identify key supports for navigating ethics‐related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro‐ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.3945
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        Text: English
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        Type: general
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      – SubjectFull: Linguistics
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      – SubjectFull: Precarity
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              Text: Apr2024
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