Skip to main content

In and beyond the classroom: research ethics and participatory pedagogies

Buy Article:

$51.00 plus tax (Refund Policy)

Abstract:

In this paper I want to talk about the use of participatory approaches to ‘teaching’, drawing on my own efforts to explore research ethics with undergraduate students. I first critically address what we ‘teach’ regarding ethics in geography, given that ‘codes of ethics’ and ‘good research practice’ are both highly contested entities. Secondly, echoing Valentine's (2005 Progress in Human Geography 29 483–7) belief that students need the skills to ‘navigate their own ethical maps’, I argue that there is a need to interrogate how we may enable such skills. Engaging with debates about ‘border geographies’ and situated knowledges, and emphasising that any ethics ‘teaching’ should incorporate students’ everyday practices and relationships in and beyond the academy, I suggest that a participatory approach to ‘teaching’ encourages students to practically engage with ethics as social relations – while usefully deconstructing perceived boundaries between spaces of learning and spaces of research.

Keywords: participatory approaches; pedagogy; research ethics; students; university

Document Type: Research Article

DOI: https://doi.org/10.1111/j.1475-4762.2008.00827.x

Affiliations: Division of Geography, Northumbria University, Newcastle-upon-Tyne NE1 8ST, Email: kye.askins@unn.ac.uk

Publication date: 2008-12-01

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more