This article was originally published as: My Trepidation: Personal Ethical Pitfalls and Dilemmas in the Scholarship of Teaching and Learning
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Abstract
Located within the broad framework of critical approach and critical pedagogy, this paper reflects on personal experiences of being caught within the complexities of research ethics in the scholarship of teaching and learning. The paper presents multiplicities in the interpretation and application of ethical procedures in the drive to maintain rigour and transformation in teaching and learning research. Whilst advocating for adherence to research ethics, the paper problematises resistance to change often mounted by those in power in the name of ethics. By implication, the paper exposes the technocratic utility of research ethics at the expense of emancipation and at the same time argues for contextual interpretation and application of ethical procedures for the emancipation of the marginalised. The paper is conceptualised and presented in the tradition of autoethnographic thick description. The findings reveal differences of opinion about the adopted ethical procedures. Whilst on the one hand, many participants identify with the ethical spirit adopted by the researcher, on the other hand, some participants rejected the ethical stance of the researcher. The conclusions suggest that the adoption of covert ethical approaches coupled with critical pedagogy in the context of the scholarship of teaching and learning are most likely to attract pitfalls in research ethics.
Authors
- Berrington Ntombela (University of Limpopo)
Keywords
Research ethics, critical approach, critical pedagogy, scholarship of teaching and learning
References
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