Pendlebury, S. and Enslin, P. (2001) Representation, identification and trust: towards an ethics of educational research. Journal of the Philosophy of Education, 35(3), pp. 361-370. (doi: 10.1111/1467-9752.00232)
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Abstract
Crudely put, educational research is unethical when it misrepresents or misidentifies—and so betrays—its putative beneficiaries or the goods and values they hold dear. How can researchers guard against these vulnerabilities? While acknowledging the vulnerabilities of educational research to abuses of trust and representation, and that there is no Archimedean point from which to approach research into people’s practices, we defend a universalist conception of research ethics in education. This universalist conception is developed via an examination of a central debate in feminism, contrasting Alcoff’s positionality, Caughie’s performative conception and Nussbaum’s universalist conception of feminism.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Enslin, Professor Penny |
| Authors: | Pendlebury, S., and Enslin, P. |
| College/School: | College of Social Sciences > School of Education > Social Justice Place and Lifelong Education |
| Journal Name: | Journal of the Philosophy of Education |
| ISSN: | 0309-8249 |
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