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Participant reflexivity and the complexity inherent to navigating ethical quandaries.

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Title: Participant reflexivity and the complexity inherent to navigating ethical quandaries.
Authors: Riser, Paul (AUTHOR)
Source: Oxford Review of Education. Aug2026, Vol. 52 Issue 4, p488-503. 16p.
Subjects: Ethical problems, Self-consciousness (Awareness), Social theory, Communication patterns, Collaborative learning, Gay-straight alliances in schools, Research ethics, Group decision making
Abstract: This paper examines how ethical quandaries arise and are navigated through participant reflexivity within a high-school Gay-Straight Alliance (GSA) club. Informed by sociological theories of reflexivity as a response to modern complexities, the study shifts attention from researcher-centric perspectives to the lived practices of participants through a granular analysis of how ethical understandings are co-constructed in real time. By uncovering the linguistic strategies – such as hedging, conditional phrasing, and questioning – that students employ to address ethical ambiguities, the research highlights the role of reflexive dialogue in building inclusivity and inspiring collaborative decision-making. Practical applications for educational research include cultivating environments conducive to reflexive dialogue by adapting consent protocols dynamically and by incorporating linguistically inclusive practices. This work extends existing frameworks on ethical quandaries by demonstrating the manner in which participant reflexivity operates as a collective tool for addressing issues such as subgroup representation, cultural sensitivity, and the intersection of personal values with group advocacy. In doing so, discourse on conjointly established ethics in educational contexts is advanced and the findings provide actionable insights for ethical research design and practice. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd 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: Participant reflexivity and the complexity inherent to navigating ethical quandaries.
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  Data: <searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br /><searchLink fieldCode="DE" term="%22Self-consciousness+%28Awareness%29%22">Self-consciousness (Awareness)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+theory%22">Social theory</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+patterns%22">Communication patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Gay-straight+alliances+in+schools%22">Gay-straight alliances in schools</searchLink><br /><searchLink fieldCode="DE" term="%22Research+ethics%22">Research ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Group+decision+making%22">Group decision making</searchLink>
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  Data: This paper examines how ethical quandaries arise and are navigated through participant reflexivity within a high-school Gay-Straight Alliance (GSA) club. Informed by sociological theories of reflexivity as a response to modern complexities, the study shifts attention from researcher-centric perspectives to the lived practices of participants through a granular analysis of how ethical understandings are co-constructed in real time. By uncovering the linguistic strategies – such as hedging, conditional phrasing, and questioning – that students employ to address ethical ambiguities, the research highlights the role of reflexive dialogue in building inclusivity and inspiring collaborative decision-making. Practical applications for educational research include cultivating environments conducive to reflexive dialogue by adapting consent protocols dynamically and by incorporating linguistically inclusive practices. This work extends existing frameworks on ethical quandaries by demonstrating the manner in which participant reflexivity operates as a collective tool for addressing issues such as subgroup representation, cultural sensitivity, and the intersection of personal values with group advocacy. In doing so, discourse on conjointly established ethics in educational contexts is advanced and the findings provide actionable insights for ethical research design and practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd 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: 10.1080/03054985.2025.2507644
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        Text: English
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      – SubjectFull: Self-consciousness (Awareness)
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      – SubjectFull: Communication patterns
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      – SubjectFull: Gay-straight alliances in schools
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              Text: Aug2026
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