Advertisement

Ethical Dilemmas of a Self-Study Researcher: A Narrative Analysis of Ethics in the Process of S-STEP Research

  • Stefinee PinnegarEmail author
  • M. Shaun Murphy
Chapter
First Online:
  • 221 Downloads
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 20)

Abstract

In this chapter, we articulate the ethical tensions we have experienced as we engage in research. We identified tensions around self as researcher and researched, place, practice, context, interpretation, presentation, and institutional review boards (IRB). We then reconsidered our categorization using the characteristics of intimate scholarship as a framework. These characteristics include relationship, vulnerability, ontology, dialogue, and openness (Hamilton ML, Pinnegar S: Knowing, becoming, doing as teacher educators: identity, intimate scholarship, inquiry. Emerald Publishing, Bingley, 2015). This framework allows for deeper, more nuanced, and more integrated analysis and representation of our ethical tension. We make a distinction in our work between the moral and the ethical. We attend to ethical dilemmas of relationship, from attending to the particular, of vulnerability, from openness, of interpretation through dialogue, from ontology.

This is a preview of subscription content, log in to check access.

References

  1. Appiah, K. A. (2007). Cosmopolitanism: Ethics in a world of strangers. New York: W.W. Norton.Google Scholar
  2. Arizona Group, Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. L. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 1109–1167). Dordrecht, the Netherlands: Kluwer Academic Publishers.Google Scholar
  3. Bakan, D. (1996). Some reflections about narrative research and hurt and harm. In R. Josselson (Ed.), Ethics and process in the narrative study of lives (The narrative study of lives, Vol. 4, pp. 3–8). Thousand Oaks, CA: Sage.Google Scholar
  4. Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.Google Scholar
  5. Bullough Jr., R. V., & Pinnegar, S. E. (2004). Thinking about thinking about self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. L. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 313–342). Dordrecht, the Netherlands: Kluwer Academic Publishers.CrossRefGoogle Scholar
  6. Clandinin, D. J., & Murphy, M. S. (2009). Comments on Coulter and Smith: Relational ontological commitments in narrative research. Educational Researcher, 38(8), 598–602.CrossRefGoogle Scholar
  7. Crites, S. (2001). The narrative quality of experience. In L. P. Hinchman & S. K. Hinchman (Eds.), Memory, identity, community: The idea of narrative in the human sciences (pp. 26–50). Albany, NY: SUNY Press.Google Scholar
  8. Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235–246). London: Falmer.Google Scholar
  9. Hamilton, M. L., & Pinnegar, S. (2009). Creating representations: Using collage to explore our work. In D. Tidwell, M. Heston, & L. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 155–171). Netherlands: Springer.Google Scholar
  10. Hamilton, M. L., & Pinnegar, S. (2014). Interpretation and gender within a zone of inconclusivity. In M. Taylor & L. Coia (Eds.), Gender, feminism, and queer theory in the self-study of teacher education practices (pp. 45–60). Rotterdam, NL: Sense Publishers.Google Scholar
  11. Hamilton, M. L., & Pinnegar, S. (2015). Knowing, becoming, doing as teacher educators: Identity, intimate scholarship, inquiry. Bingley, BD UK: Emerald Publishing.Google Scholar
  12. Hastings, W. (2010). Research and the ambiguity of reflexivity and ethical practice. Discourse: Studies in the Cultural Politics of Education, 31(3), 307–318.Google Scholar
  13. Hymes, D. H. (1972). Toward ethnographies of communication. In P. P. Giglioli (Ed.), Language and social context (pp. 21–44). Harmondsworth, UK: Penguin.Google Scholar
  14. Josselson, R. (Ed.). (1996). Ethics and process in the narrative study of lives: The narrative study of lives (Vol. 4). Thousand Oaks, CA: Sage.Google Scholar
  15. King, T. (2003). The truth about stories: A native narrative. New York: House of Anansi.Google Scholar
  16. LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 817–869). Dordrecht, the Netherlands: Springer.CrossRefGoogle Scholar
  17. Margalit, A. (2002). The ethics of memory. Cambridge, MA: Harvard University Press.Google Scholar
  18. McNeil, B. (2011). Charting a way forward: Intersections of race and space in establishing identity as an African-Canadian teacher educator. Studying Teacher Education, 7(2), 133–143.CrossRefGoogle Scholar
  19. Murphy, M. S., & Pinnegar, S. (2010). Do narratives do more than tell a story? In L. Erickson, J. Young, & S. Pinnegar (Eds.), Proceedings of the eighth international conference on self-studies of teacher education practices: Navigating the public and the private: Negotiating the diverse landscapes of teacher education (pp. 180–183). Herstmonceux Castle, UK: Self-Study of Teacher Education Practices SIG.Google Scholar
  20. Murphy, M. S., & Pinnegar, S. (2016). Narrating structures to support teacher education attentive to place. In D. Garbet & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 317–324). Auckland, New Zealand: Self-Study of Teacher Education Practices SIG. www.castle-conference.com Google Scholar
  21. Murphy, S., Pinnegar, E., & Pinnegar, S. (2011). Exploring ethical tensions on the path to becoming a teacher. Teacher Education Quarterly, 38(4), 97–114.Google Scholar
  22. Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. Dordrecht, the Netherlands: Springer.Google Scholar
  23. Pinnegar, S., Hutchinson, D., & Hamilton, M. L. (in press) Positioning, identity, stance: Becoming S-STTEP researchers. In J. Kitchen, A. Berry, & S. Bullock (Eds.), International handbook of self-study of teacher education practices. Dordrecht, the Netherlands: Springer.Google Scholar
  24. Pinnegar, S., & Murphy, S. (2011a). Commentary: Teacher educator identity emerging through positioning self and others. Studying Teacher Education, 7, 155–158.CrossRefGoogle Scholar
  25. Pinnegar, S., & Murphy, S. (2011b). Commentary: Teacher educator identity emerging within a teacher educator collective. Studying Teacher Education, 7, 211–213.CrossRefGoogle Scholar
  26. Placier, M. (1995). “But I have to have an A”: Probing the cultural meanings and ethical dilemmas of grades in teacher education. Teacher Education Quarterly, 22(3), 45–64.Google Scholar
  27. Polanyi, M. (1966). The tacit dimension. Chicago: University of Chicago Press.Google Scholar
  28. Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Suny Press.Google Scholar
  29. Putnam, H. (2004). Ethics without ontology. Cambridge, MA: Harvard University Press.Google Scholar
  30. Schwab, J. J. (1973). The practical 3: Translation into curriculum. The School Review, 81(4), 501–522.CrossRefGoogle Scholar
  31. Slife, B. D. (2004). Taking practice seriously: Toward a relational ontology. Journal of Theoretical and Philosophical Psychology, 24(2), 157–178.CrossRefGoogle Scholar
  32. Strike, K. (2006). The ethics of educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research. New York: Routledge.Google Scholar
  33. Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528.  https://doi.org/10.1080/00220272.2014.995712 CrossRefGoogle Scholar
  34. Whitehead, J. (1993). The growth of educational knowledge: Creating you own living educational theories. Bournemouth, UK: Hyde Publication.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Department of Teacher EducationBrigham Young UniversityProvoUSA
  2. 2.Department of Educational FoundationsSaskatoonCanada

Personalised recommendations

Cite chapter

Buy options