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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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