TY  - BOOK
AU  - Midgley,Warren
AU  - Davies,Andy
AU  - Oliver,Mark E.
AU  - Danaher,Patrick Alan
AU  - Dervin,Fred
TI  - Echoes: ethics and issues of voice in education research 
SN  - 9462094896
AV  - LB1028 .E34 2014
U1  - 174.937072 23
PY  - 2014///]
CY  - Rotterdam, The Netherlands
PB  - Sense Publishers
KW  - Education
KW  - Research
N1  - Includes bibliographical references and index; FOREWORD; NOTE; REFERENCES; ACKNOWLEDGEMENTS; 1. THE ECHOES OF VOICE IN EDUCATION RESEARCH ETHICS; INTRODUCTION; SOME KEY IDEAS FROM THE LITERATURE; Ethical Concerns about Excluding Voices; Ethical Challenges in Representing Voices; Challenges in Voicing Ethical Concerns; REFLECTIONS ON OUR COMBINED RESEARCH EXPERIENCE; Warren; Andy; Mark; Patrick; IMPLICATIONS: REVERBERATING ECHOES; CONCLUSION; REFERENCES; SECTION ONE: VOICE AND ETHICS: CHALLENGES AND CHALLENGING; 2. A FAINT ECHO: Using Fictionalisation to Speak the Unspeakable; INTRODUCTION; The Ethical Problem of Voice Voice; FictionalisingCONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION; 3. DOES ANONYMISING STEAL THE VOICES OF RESEARCHERS AND RESEARCH SUBJECTS?; INTRODUCTION; Setting the Argument; PhD Ethical Decisions; Dissertation Decisions, Anonymity and Confidentiality; Anonymity: Issues; Anonymity: Ethics; Anonymity: Implications; CONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION; 4. ETHICAL RESEARCHER OR VAMPIRIC CONSUMER?: A Post-structural Feminist Researcher's Reflections on Research Involving the Voices of Young People in Contemporary Australian Schools; INTRODUCTION; The Loudest Voices: Dominant Perspectives on why Students do or do not Study Cit at SchoolSame Voices, Different Story: more Explanations for Girls' Under Representation in Cit; Voices in My Head; or Why do I Feel So Guilty?; Guilty Conversations; Ethical Researcher or Vampiric Consumer? Conversations with Myself and others; CONCLUSION; REFLECTIVE QUESTIONS; ACKNOWLEDGEMENTS; NOTES; REFERENCES; AFFILIATION; 5. THE VOICE AS SUBJECT OR OBJECT; INTRODUCTION; KNOWLEDGE FORMATION; COGNITIVE APPROACH; The Traditional Cognitive Approach; DISCOURSE ANALYTICAL APPROACH; KNOWLEDGE OWNERSHIP -- PARTICIPANT AS SUBJECT OR OBJECTMIXED METHODS OF KNOWLEDGE FORMATION; MAPPING TO ETHICAL STANDARDS; Respect -- Recognition of Intrinsic Value; Respect -- Due Regard for Welfare, Beliefs, Perceptions, Customs and Heritage; Respect -- Empowerment; CONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION; SECTION TWO: AN EXPLORATION OF VOICE IN EDUCATION; 6. EXPLICATING ARTICULATIONS: Intentions and Intonations in Researching the Voices of Retired Australians; INTRODUCTION; LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK; RESEARCH DESIGN; THEMATIC ANALYSIS OF RESIDENTS' EXPERIENCES OF RETIREMENTAdaptation; Resistance; Uncertainty; IMPLICATIONS FOR DESIGNING AND IMPLEMENTING EDUCATION RESEARCH PROJECTS; CONCLUSION; ACKNOWLEDGEMENTS; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATIONS; 7. HEAR, OH HEAR, THE VOICES OF THE MARGINALISED: Assumptions, Methods and Implications in Capturing the Voices of Expatriate Teachers in Korea; INTRODUCTION; THE VOICES OF EXPATRIATE EFL TEACHERS; WAYS OF BRINGING BLIND SPOTS TO LIGHT; BREAKING AWAY FROM THE TERRA FIRMA; CONCLUSION; REFLECTIVE QUESTIONS; REFERENCES; AFFILIATION
ER  -