As a former Masters student and novice qualitative researcher, had I had more insight into the complexities around ethics detailed in this book before entering the field I may well have been better equipped to deal with some of the more problematic issues I encountered.
Chloe Roberts
Action Learning: Research & Practice
What is ethical acting in qualitative research, what want to say it when you act ethical or unethical, and just imagine that how solid are questions at the heart of this book. The introduction is also immediately announced that answering these questions is not easy and that the answers given by the authors are controversial. Such a statement makes me curious and will read something very new in the hope you go with the book to get started. (Translation). — Lammert Gosse Jansma ―
KWALON
Excellent and thought provoking text which challenges mainstream beliefs around ethics in qualitative research. Would cause you to challenge your core understanding on principles associated with certain aspects relating to qualitative research. Particularly liked the synopsis of chapters in the summary section too. Useful if you are re-visiting the text after a break away. — Ms Therese Leufer ―
drupal Published On: 2013-05-27
All social researchers need to think about ethical issues. Their salience has recently been increased by the pressures of ethical regulation, particularly in the case of qualitative research. But what are ethical issues? And how should they be approached? These are not matters about which there is agreement. Ethics in Qualitative Research explores conflicting philosophical assumptions, the diverse social contexts in which ethical problems arise, and the complexities of handling them in practice.
The authors argue that the starting point for any discussion of research ethics must be the values intrinsic to research, above all the commitment to knowledge-production. However, the pursuit of inquiry is rightly constrained by external values, and the book focuses on three of these: minimising harm, respecting autonomy, and protecting privacy. These external values are shown to be far from unequivocal in character, often in conflict with one another (or with the commitments of research), and always subject to situational interpretation and practical judgment. Nevertheless, it is contended that in the present challenging times it is essential that qualitative researchers uphold research values.
Martyn Hammersley is Professor of Educational and Social Research at The Open University.
Anna Traianou is Senior Lecturer in the Department of Educational Studies, Goldsmiths, University of London.
About the Author
Martyn Hammersley is an emeritus professor of educational and social research at The Open University, UK. He has carried out research in the sociology of education and the sociology of the media. However, much of his work has been concerned with the methodological issues surrounding social enquiry. He has written several books including (with Paul Atkinson) Ethnography: Principles in Practice (fourth edition, Routledge, 2019), The Dilemma of Qualitative Method (Routledge, 1989), The Politics of Social Research (SAGE, 1995), Reading Ethnographic Research (second edition, Longman, 1997), Taking Sides in Social Research (Routledge, 2000), Educational Research, Policymaking and Practice, (London, Paul Chapman/SAGE, 2002), Questioning Qualitative Inquiry (SAGE, 2008), Methodology Who Needs It? (SAGE, 2011), The Myth of Research-Based Policy and Practice (SAGE, 2013), The Limits of Social Science (SAGE, 2014), and The Concept of Culture (Palgrave Macmillan, 2019). Website: http://martynhammersley.wordpress.com/
Anna Traianou is Senior Lecturer in the Department of Educational Studies, Goldsmiths, University of London. She has carried out research into the nature of teacher expertise, and, in particular, the ways in which knowledge and learning are implicated in educational practice. This resulted in her book, Understanding Teacher Expertise in Primary Science: A Sociocultural Approach (SENSEpublishers, 2006). Anna has also worked on the relationship between research evidence and practical wisdom, exploring some of the problems facing any notion that effective teaching can simply be an application of the results of scientific research. She has a particular interest in qualitative research methodology and theories of science.
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