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ERIC Number: EJ929943
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0024-9033
Solving Ethical Dilemmas with Children: Empowering Classroom Research
Parr, Michelann
McGill Journal of Education, v45 n3 p451-462 Fall 2010
This article identifies and discusses ethical dilemmas inherent when undertaking research with children or other vulnerable populations: power relations, risks and benefits, and informed consent and confidentiality (Maguire, 2005). Ethical dilemmas often arise when researchers attempt to merge the interests of their research and the interests of their child participants. Classroom ethnography is offered as one example of how research can be conducted with children in a way that minimizes these ethical dilemmas. A case study is described in order to exemplify specifically how children respond when fully valued as speaking personalities and co-investigators. Conducted over a period of eight months, the inquiry and its participants moved through five phases that included initiating, exploring, implementing, adopting, and reflecting. Results suggest that legitimate consent, minimized risk, maximized benefit, and shared power through ownership, choice, and social action are of paramount importance when researching with children or any other vulnerable population.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A