Bearing Witness to ‘Irreparable Harm': Incorporating Affective Activity as Practice into Ethics
- Barker, Kim, Macleod, Catriona I
- Authors: Barker, Kim , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434185 , vital:73037 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_12
- Description: Research with individuals who have experienced trauma requires careful consideration. In preparing the ethics protocol for an ethnographic study of an anti-rape protest, we gave careful consideration to the potential ethical challenges in accordance with the University ethics code. However, this process did not prepare the first author for the dynamic and reciprocal positioning she encountered in relationships in the field or the ‘ethically important’ moment-by-moment decision-making which this required of her. Drawing on the philosophy of Emmanuel Levinas, a feminist reading of the contemporary ‘turn to affect’, and examples from our research, we show how ethical decision-making in ethnographic research is always relational and dialogical, both in our direct interactions with participants and in the ways in which we approach our ‘data’.
- Full Text:
- Date Issued: 2018
- Authors: Barker, Kim , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434185 , vital:73037 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_12
- Description: Research with individuals who have experienced trauma requires careful consideration. In preparing the ethics protocol for an ethnographic study of an anti-rape protest, we gave careful consideration to the potential ethical challenges in accordance with the University ethics code. However, this process did not prepare the first author for the dynamic and reciprocal positioning she encountered in relationships in the field or the ‘ethically important’ moment-by-moment decision-making which this required of her. Drawing on the philosophy of Emmanuel Levinas, a feminist reading of the contemporary ‘turn to affect’, and examples from our research, we show how ethical decision-making in ethnographic research is always relational and dialogical, both in our direct interactions with participants and in the ways in which we approach our ‘data’.
- Full Text:
- Date Issued: 2018
Contesting the nature of young pregnant and mothering women: Critical healthcare nexus research, ethics committees, and healthcare institutions
- Feltham-King, Tracey, Bomela, Yolisa, Macleod, Catriona I
- Authors: Feltham-King, Tracey , Bomela, Yolisa , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434199 , vital:73038 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_5
- Description: In this chapter we describe how systemic contradictions complicate ethical site entry and data collection in critical research. We present our ethnographic research within South African antenatal and postnatal clinics as an example. Pregnant and mothering young women are subject to diverging views of minors in different state-produced policies and legislation. In addition, we encountered discrepancies between our research aims and assumptions made by the University Ethical Standards Committee, managers, healthcare providers, teenaged participants, and other service users. These complexities have implications for ethical engagement of researchers and call for nuanced means of data collection and analysis. We discuss how critical researchers can mitigate social injustice by questioning entrenched ways of thinking about participants and negotiating the contradictory positionings of self and others.
- Full Text:
- Date Issued: 2018
- Authors: Feltham-King, Tracey , Bomela, Yolisa , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434199 , vital:73038 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_5
- Description: In this chapter we describe how systemic contradictions complicate ethical site entry and data collection in critical research. We present our ethnographic research within South African antenatal and postnatal clinics as an example. Pregnant and mothering young women are subject to diverging views of minors in different state-produced policies and legislation. In addition, we encountered discrepancies between our research aims and assumptions made by the University Ethical Standards Committee, managers, healthcare providers, teenaged participants, and other service users. These complexities have implications for ethical engagement of researchers and call for nuanced means of data collection and analysis. We discuss how critical researchers can mitigate social injustice by questioning entrenched ways of thinking about participants and negotiating the contradictory positionings of self and others.
- Full Text:
- Date Issued: 2018
Erasure: A challenge to Feminist and Queer research
- Marx, Jacqueline, Macleod, Catriona I
- Authors: Marx, Jacqueline , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434210 , vital:73039 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_20
- Description: Anonymity and confidentiality feature prominently in research ethics guidelines. In this chapter we draw on examples from a research ethics application for a project involving women who had extricated themselves from relationships in which they had experienced intimate partner violence, and an ethnographic study of cross-dressing and drag, to illustrate the multiple ways in which identity masking can be put to work, both promoting and undermining what it means to do ethical research. We argue that the requirement for anonymity and confidentiality cannot be assessed without taking into account historicity and the sociopolitical contexts in which a study and its participants are located. The chapter concludes by giving consideration to the potential of a situated ethics approach and the implications for ethics review processes.
- Full Text:
- Date Issued: 2018
- Authors: Marx, Jacqueline , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434210 , vital:73039 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_20
- Description: Anonymity and confidentiality feature prominently in research ethics guidelines. In this chapter we draw on examples from a research ethics application for a project involving women who had extricated themselves from relationships in which they had experienced intimate partner violence, and an ethnographic study of cross-dressing and drag, to illustrate the multiple ways in which identity masking can be put to work, both promoting and undermining what it means to do ethical research. We argue that the requirement for anonymity and confidentiality cannot be assessed without taking into account historicity and the sociopolitical contexts in which a study and its participants are located. The chapter concludes by giving consideration to the potential of a situated ethics approach and the implications for ethics review processes.
- Full Text:
- Date Issued: 2018
Ethics in critical research: Stories from the field
- Macleod, Catriona I, Marx, Jacqueline, Mnyaka, Phindezwa, Treharne, Gareth J
- Authors: Macleod, Catriona I , Marx, Jacqueline , Mnyaka, Phindezwa , Treharne, Gareth J
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434223 , vital:73040 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_1
- Description: In this chapter we introduce the approaches to ethics in critical research applied throughout this handbook. Critical research questions who benefits from research and offers critiques rooted in postmodern and liberatory theories, including feminism, Marxism, and postcolonialism. Authors of chapters in the handbook explore ethical issues faced when conducting critical research through stories from the field across a range of methodologies, disciplines, and locations. The chapter overviews the four sections of the handbook and the ethical challenges associated with conducting critical research within the bureaucracy of ethics committees and other systems of governance, blurring the boundaries between researchers and participants/co-researchers, giving voice through research whilst applying anonymity or naming participants/co-researchers, and conducting research with various configurations of power between researchers and participants/co-researchers.
- Full Text:
- Date Issued: 2018
- Authors: Macleod, Catriona I , Marx, Jacqueline , Mnyaka, Phindezwa , Treharne, Gareth J
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434223 , vital:73040 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_1
- Description: In this chapter we introduce the approaches to ethics in critical research applied throughout this handbook. Critical research questions who benefits from research and offers critiques rooted in postmodern and liberatory theories, including feminism, Marxism, and postcolonialism. Authors of chapters in the handbook explore ethical issues faced when conducting critical research through stories from the field across a range of methodologies, disciplines, and locations. The chapter overviews the four sections of the handbook and the ethical challenges associated with conducting critical research within the bureaucracy of ethics committees and other systems of governance, blurring the boundaries between researchers and participants/co-researchers, giving voice through research whilst applying anonymity or naming participants/co-researchers, and conducting research with various configurations of power between researchers and participants/co-researchers.
- Full Text:
- Date Issued: 2018
Ethics in transdisciplinary research: reflections on the implications of ‘Science with Society’
- Cockburn, Jessica J, Cundill, Georgina
- Authors: Cockburn, Jessica J , Cundill, Georgina
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436187 , vital:73236 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_6
- Description: Transdisciplinarity is a reflexive, participatory research approach that addresses societal problems by transcending the boundaries between science and society through knowledge co-production. Research ethics clearance procedures are of-ten out of step with such forms of engaged research. Through a case study of a transdisciplinary PhD, we share our experiences of the ethical challenges involved in research that takes place beyond the bounds of procedural ethics. Our research aims to co-produce knowledge on environmental stewardship. In this chapter we consider what strategies transdisciplinary scholars can employ to ensure they fulfil the requirements of ethical research in the absence of suitably aligned institutional processes, and what changes need to be made to research ethics clearance procedures to ensure they are able to account for transdisciplinary research.
- Full Text:
- Date Issued: 2018
- Authors: Cockburn, Jessica J , Cundill, Georgina
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436187 , vital:73236 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_6
- Description: Transdisciplinarity is a reflexive, participatory research approach that addresses societal problems by transcending the boundaries between science and society through knowledge co-production. Research ethics clearance procedures are of-ten out of step with such forms of engaged research. Through a case study of a transdisciplinary PhD, we share our experiences of the ethical challenges involved in research that takes place beyond the bounds of procedural ethics. Our research aims to co-produce knowledge on environmental stewardship. In this chapter we consider what strategies transdisciplinary scholars can employ to ensure they fulfil the requirements of ethical research in the absence of suitably aligned institutional processes, and what changes need to be made to research ethics clearance procedures to ensure they are able to account for transdisciplinary research.
- Full Text:
- Date Issued: 2018
From deviant choice to feminist issue: An historical analysis of scholarship on voluntary childlessness (1920–2013)
- Lynch, Ingrid, Morison, Tracy, Macleod, Catriona I, Mijas, Magdalena, du Toit, Ryan, Shivakumar, Seemanthini T
- Authors: Lynch, Ingrid , Morison, Tracy , Macleod, Catriona I , Mijas, Magdalena , du Toit, Ryan , Shivakumar, Seemanthini T
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434319 , vital:73048 , ISBN 978-1-78754-361-4 , https://www.emerald.com/insight/content/doi/10.1108/978-1-78754-361-420181002/full/html
- Description: Existing reviews of research on voluntary childlessness generally take the form of narrative summaries, focusing on main topics investigated over time. In this chapter, the authors extend previous literature reviews to conduct a systematic review and content analysis of socio-historical and geopolitical aspects of knowledge production about voluntary childlessness. The dataset comprised 195 peer-reviewed articles that were coded and analysed to explore, inter alia: the main topic under investigation; country location of authors; sample characteristics; theoretical framework and methodology. The findings are discussed in relation to the socio-historical contexts of knowledge production, drawing on theoretical insights concerned with the politics of location, representation and research practice. The shifts in the topics of research from the 1970s, when substantial research first emerged, uphold the view of voluntary childlessness as non-normative. With some regional variation, knowledge is dominated by quantitative, hard science methodologies and mostly generated about privileged, married women living in the global North. The implications of this for future research concerned with reproductive freedom are outlined.
- Full Text:
- Date Issued: 2018
- Authors: Lynch, Ingrid , Morison, Tracy , Macleod, Catriona I , Mijas, Magdalena , du Toit, Ryan , Shivakumar, Seemanthini T
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434319 , vital:73048 , ISBN 978-1-78754-361-4 , https://www.emerald.com/insight/content/doi/10.1108/978-1-78754-361-420181002/full/html
- Description: Existing reviews of research on voluntary childlessness generally take the form of narrative summaries, focusing on main topics investigated over time. In this chapter, the authors extend previous literature reviews to conduct a systematic review and content analysis of socio-historical and geopolitical aspects of knowledge production about voluntary childlessness. The dataset comprised 195 peer-reviewed articles that were coded and analysed to explore, inter alia: the main topic under investigation; country location of authors; sample characteristics; theoretical framework and methodology. The findings are discussed in relation to the socio-historical contexts of knowledge production, drawing on theoretical insights concerned with the politics of location, representation and research practice. The shifts in the topics of research from the 1970s, when substantial research first emerged, uphold the view of voluntary childlessness as non-normative. With some regional variation, knowledge is dominated by quantitative, hard science methodologies and mostly generated about privileged, married women living in the global North. The implications of this for future research concerned with reproductive freedom are outlined.
- Full Text:
- Date Issued: 2018
Green skills Transformative niches for greening work
- Ramsarup, Preesha, Rosenberg, Eureta, Lotz-Sisitka, Heila, Jenkin, Nicola
- Authors: Ramsarup, Preesha , Rosenberg, Eureta , Lotz-Sisitka, Heila , Jenkin, Nicola
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436882 , vital:73313 , ISBN 978-981-15-6370-6 , https://doi.org/10.1007/978-981-15-6370-6_8
- Description: Supporting green skills development is integral in the transition to a green economy. Green skills can be difficult to define and measure at an aggregate level because they are a socially constructed concept, intangible and are often unobservable. Further, a demand-led approach to green skills has not worked because employers are unable to effectively articulate their needs to skills delivery bodies. This advances the need for a transformative methodology that is able to provide a more nu-anced view of skills planning to support green work. Drawing on transition theorists, this chapter demonstrates that greening work transitions occur in “niches” at local levels, where nexus concerns arise around the impetus to green work. Furthermore, it is from these transformative niches that wider social changes and regime shifts are driven or emerge. Using experiences from the chemicals sector in South Africa, the chapter illus-trates the need to develop non-reductionist conceptualisations that illustrate the “regime lock-ins” as well as green skills oppor-tunities at multiple levels.
- Full Text:
- Date Issued: 2018
- Authors: Ramsarup, Preesha , Rosenberg, Eureta , Lotz-Sisitka, Heila , Jenkin, Nicola
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436882 , vital:73313 , ISBN 978-981-15-6370-6 , https://doi.org/10.1007/978-981-15-6370-6_8
- Description: Supporting green skills development is integral in the transition to a green economy. Green skills can be difficult to define and measure at an aggregate level because they are a socially constructed concept, intangible and are often unobservable. Further, a demand-led approach to green skills has not worked because employers are unable to effectively articulate their needs to skills delivery bodies. This advances the need for a transformative methodology that is able to provide a more nu-anced view of skills planning to support green work. Drawing on transition theorists, this chapter demonstrates that greening work transitions occur in “niches” at local levels, where nexus concerns arise around the impetus to green work. Furthermore, it is from these transformative niches that wider social changes and regime shifts are driven or emerge. Using experiences from the chemicals sector in South Africa, the chapter illus-trates the need to develop non-reductionist conceptualisations that illustrate the “regime lock-ins” as well as green skills oppor-tunities at multiple levels.
- Full Text:
- Date Issued: 2018
How are learning and training environments transforming with ESD
- O’Donoghue, R, Taylor, Jim, Venter, V
- Authors: O’Donoghue, R , Taylor, Jim , Venter, V
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436718 , vital:73295 , ISBN 978-92-3-100244-1 , https://unesdoc.unesco.org/ark:/48223/pf0000261445
- Description: Action Area 2 of the Global Action Programme (GAP) on Edu-cation for Sustainable Development calls for the transformation of education and training environments1. This transformation can be interpreted in terms of changes in learning environ-ments brought about by the inclusion of ESD in education and training initiatives. This includes the integration of learning-led change found in whole-school approaches that emphasize in-clusive school governance, pedagogy and sustainable cam-pus management, as well as cooperation with partners and broader communities. These approaches are changing learn-ing environments in significant ways.
- Full Text:
- Date Issued: 2018
- Authors: O’Donoghue, R , Taylor, Jim , Venter, V
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436718 , vital:73295 , ISBN 978-92-3-100244-1 , https://unesdoc.unesco.org/ark:/48223/pf0000261445
- Description: Action Area 2 of the Global Action Programme (GAP) on Edu-cation for Sustainable Development calls for the transformation of education and training environments1. This transformation can be interpreted in terms of changes in learning environ-ments brought about by the inclusion of ESD in education and training initiatives. This includes the integration of learning-led change found in whole-school approaches that emphasize in-clusive school governance, pedagogy and sustainable cam-pus management, as well as cooperation with partners and broader communities. These approaches are changing learn-ing environments in significant ways.
- Full Text:
- Date Issued: 2018
Introduction: Blurring Boundaries
- Mnyaka, Phindezwa, Macleod, Catriona I
- Authors: Mnyaka, Phindezwa , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434252 , vital:73042 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_9
- Description: This chapter introduces the section on blurring boundaries in research. The chapters within this section unpack the ethical dilemmas that researchers negotiate when they find themselves stepping outside their roles as researchers in the field. Research encounters presuppose particular boundaries, depending on the methodology employed and the research questions posed. However, participants may identify researchers differently, compelling them to respond in unanticipated ways as possibly therapists, clinicians, interlocutors, and activists. Collectively, the authors of the chapters in this section explore the ethical implications of blurring such boundaries. They unpack the significance of various forms of intimacies that may emerge while undertaking research, how researchers are positioned as agents of social change, and how researchers negotiate their statuses as insiders and outsiders in fieldwork.
- Full Text:
- Date Issued: 2018
- Authors: Mnyaka, Phindezwa , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434252 , vital:73042 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_9
- Description: This chapter introduces the section on blurring boundaries in research. The chapters within this section unpack the ethical dilemmas that researchers negotiate when they find themselves stepping outside their roles as researchers in the field. Research encounters presuppose particular boundaries, depending on the methodology employed and the research questions posed. However, participants may identify researchers differently, compelling them to respond in unanticipated ways as possibly therapists, clinicians, interlocutors, and activists. Collectively, the authors of the chapters in this section explore the ethical implications of blurring such boundaries. They unpack the significance of various forms of intimacies that may emerge while undertaking research, how researchers are positioned as agents of social change, and how researchers negotiate their statuses as insiders and outsiders in fieldwork.
- Full Text:
- Date Issued: 2018
Introduction: The politics of anonymity and confidentiality
- Macleod, Catriona I, Mnyaka, Phindezwa
- Authors: Macleod, Catriona I , Mnyaka, Phindezwa
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434237 , vital:73041 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_15
- Description: Ethics committees standardly require that the researchers address questions concerning anonymity and confidentiality. The conventional practice is to ensure that participants’ names and identifying details are expunged from public records of the research and that high levels of confidentiality of data are maintained in the research process. In this introduction, we outline how authors of chapters in this section ask questions concerning these imperatives, including circumstances where participants actively want their identity revealed and their voice heard or when anonymising might not be possible or may further disadvantage marginalised populations. We explore the argument made by authors that the automatic anonymising of data and the imposition of confidentiality can constrain ethical conduct.
- Full Text:
- Date Issued: 2018
- Authors: Macleod, Catriona I , Mnyaka, Phindezwa
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434237 , vital:73041 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_15
- Description: Ethics committees standardly require that the researchers address questions concerning anonymity and confidentiality. The conventional practice is to ensure that participants’ names and identifying details are expunged from public records of the research and that high levels of confidentiality of data are maintained in the research process. In this introduction, we outline how authors of chapters in this section ask questions concerning these imperatives, including circumstances where participants actively want their identity revealed and their voice heard or when anonymising might not be possible or may further disadvantage marginalised populations. We explore the argument made by authors that the automatic anonymising of data and the imposition of confidentiality can constrain ethical conduct.
- Full Text:
- Date Issued: 2018
Living in a rural community and researching HIV and AIDS: Positionality and ethics
- Akhurst, Jacqueline, van der Riet, Mary, Sofika, Dumisa
- Authors: Akhurst, Jacqueline , van der Riet, Mary , Sofika, Dumisa
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436907 , vital:73315 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_14
- Description: The emotional impact of researching sensitive topics is under-reported. This chapter explores researcher positionality in a study of people’s management of risk in sexual activity where there is a high prevalence of HIV infection. Living in a rural community raised insider/outsider issues as the researchers participated in broader social life, adding relational and emo-tional dimensions to the process. Exploring the sensitive topic of HIV and AIDS in a resource-constrained context led to blurred boundaries as researchers also became confidante, counsellor or development worker. They were challenged by the emotional intensity of the research and related responsibili-ties, illustrating the need for enhanced ethical awareness that could not be pre-determined and highlighting the need for on-going risk assessment for both participants and researchers.
- Full Text:
- Date Issued: 2018
- Authors: Akhurst, Jacqueline , van der Riet, Mary , Sofika, Dumisa
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436907 , vital:73315 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_14
- Description: The emotional impact of researching sensitive topics is under-reported. This chapter explores researcher positionality in a study of people’s management of risk in sexual activity where there is a high prevalence of HIV infection. Living in a rural community raised insider/outsider issues as the researchers participated in broader social life, adding relational and emo-tional dimensions to the process. Exploring the sensitive topic of HIV and AIDS in a resource-constrained context led to blurred boundaries as researchers also became confidante, counsellor or development worker. They were challenged by the emotional intensity of the research and related responsibili-ties, illustrating the need for enhanced ethical awareness that could not be pre-determined and highlighting the need for on-going risk assessment for both participants and researchers.
- Full Text:
- Date Issued: 2018
Traversing ethical imperatives: Learning from stories from the field
- Treharne, Gareth J, Mnyaka, Phindezwa, Marx, Jacqueline, Macleod, Catriona I
- Authors: Treharne, Gareth J , Mnyaka, Phindezwa , Marx, Jacqueline , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434279 , vital:73044 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_28
- Description: In this chapter we integrate the lessons that are shared across this handbook through the rich, storied examples of ethics in critical research. We outline central themes to the handbook that cut across all of the sections. The notions of vulnerability and harm are pertinent in critical research not only as a duty to protect participants, but also as signifiers that are mobilised and can constrain what is achieved in critical research. The stories told in this handbook contribute to ongoing learning about ethics in critical research by drawing on ethically important moments in the unfolding research processes. We ask whether ethical critical research requires relational models of reciprocity between researchers and participants/co-researchers and appreciation of situated ethics in the bureaucratic review processes.
- Full Text:
- Date Issued: 2018
- Authors: Treharne, Gareth J , Mnyaka, Phindezwa , Marx, Jacqueline , Macleod, Catriona I
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434279 , vital:73044 , ISBN 978-3-319-74720-0 , https://link.springer.com/chapter/10.1007/978-3-319-74721-7_28
- Description: In this chapter we integrate the lessons that are shared across this handbook through the rich, storied examples of ethics in critical research. We outline central themes to the handbook that cut across all of the sections. The notions of vulnerability and harm are pertinent in critical research not only as a duty to protect participants, but also as signifiers that are mobilised and can constrain what is achieved in critical research. The stories told in this handbook contribute to ongoing learning about ethics in critical research by drawing on ethically important moments in the unfolding research processes. We ask whether ethical critical research requires relational models of reciprocity between researchers and participants/co-researchers and appreciation of situated ethics in the bureaucratic review processes.
- Full Text:
- Date Issued: 2018
Whose PARty was this? The dilemmas of a participatory action research process of evaluating a social enterprise.
- Lovell, Jacqueline, Akhurst, Jacqueline
- Authors: Lovell, Jacqueline , Akhurst, Jacqueline
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436926 , vital:73317 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_24
- Description: Participatory action research aims to reduce power differentials in research. In this chapter we problematise the blurred boundaries when a participant becomes a researcher. We re-flect on a PhD undertaken by the first author who was a mem-ber of a social enterprise in the UK that provided user-led re-search and training with a diversity of communities. Experienc-es of ten members of the collective were gathered through creative arts-based methodologies designed to be inclusive. We describe three tensions that arose when trialling participa-tory video production, when data analysis could not be under-taken collaboratively, and when reflecting on the solitary nature of PhD thesis writing. We outline the ways these tensions were worked through and explore ways of writing about participatory research in a PhD thesis.
- Full Text:
- Date Issued: 2018
- Authors: Lovell, Jacqueline , Akhurst, Jacqueline
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436926 , vital:73317 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_24
- Description: Participatory action research aims to reduce power differentials in research. In this chapter we problematise the blurred boundaries when a participant becomes a researcher. We re-flect on a PhD undertaken by the first author who was a mem-ber of a social enterprise in the UK that provided user-led re-search and training with a diversity of communities. Experienc-es of ten members of the collective were gathered through creative arts-based methodologies designed to be inclusive. We describe three tensions that arose when trialling participa-tory video production, when data analysis could not be under-taken collaboratively, and when reflecting on the solitary nature of PhD thesis writing. We outline the ways these tensions were worked through and explore ways of writing about participatory research in a PhD thesis.
- Full Text:
- Date Issued: 2018
A contemporary phenomenology of menstruation: Understanding the body in situation and as situation in public health interventions to address menstruation-related challenges
- Kelland, Lindsay, Paphitis, Sharli A, Macleod, Catriona I
- Authors: Kelland, Lindsay , Paphitis, Sharli A , Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434293 , vital:73045 , ISBN 1879-243X , https://doi.org/10.1016/j.wsif.2017.09.004
- Description: Social science and public health research has pointed to, firstly, the challenges women face in terms of the management of menstruation and, secondly, to the negative symbolic associations made with the menstruating body. This research, however, seldom engages with philosophical issues relating to embodied subjectivity in order to explain and understand the trends noted. In this paper, we attempt to bridge the divide between feminist theory and current research on the menstruation-related challenges facing women today. We provide a feminist phenomenological account of menstruation in which women's shared bodily lived experiences of menstruation—the body as situation—are set within contexts that enable and/or restrain freedom—the body in situation. This account allows us to understand the universal and differentiated aspects of menstruation and menstrual management, thereby providing a nuanced picture of the interplay between the physical occurrence of menstruation, the symbolic associations made with menstruation, and the socio-material, historical and political conditions within which women live. Such an account, we suggest, should inform advocacy around public policy and institutional civic society that promotes the freedom of women to engage in important life projects, and ground public health interventions around menstruation related challenges.
- Full Text:
- Date Issued: 2017
- Authors: Kelland, Lindsay , Paphitis, Sharli A , Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434293 , vital:73045 , ISBN 1879-243X , https://doi.org/10.1016/j.wsif.2017.09.004
- Description: Social science and public health research has pointed to, firstly, the challenges women face in terms of the management of menstruation and, secondly, to the negative symbolic associations made with the menstruating body. This research, however, seldom engages with philosophical issues relating to embodied subjectivity in order to explain and understand the trends noted. In this paper, we attempt to bridge the divide between feminist theory and current research on the menstruation-related challenges facing women today. We provide a feminist phenomenological account of menstruation in which women's shared bodily lived experiences of menstruation—the body as situation—are set within contexts that enable and/or restrain freedom—the body in situation. This account allows us to understand the universal and differentiated aspects of menstruation and menstrual management, thereby providing a nuanced picture of the interplay between the physical occurrence of menstruation, the symbolic associations made with menstruation, and the socio-material, historical and political conditions within which women live. Such an account, we suggest, should inform advocacy around public policy and institutional civic society that promotes the freedom of women to engage in important life projects, and ground public health interventions around menstruation related challenges.
- Full Text:
- Date Issued: 2017
Change Drivers at the front lines of the future: rising cultures for sustainability education in contemporary South Africa
- Authors: Kulundu, Injairu
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437107 , vital:73331 , ISBN 978-0-620-79605-7 , https://doi.org/10.3920/978-90-8686-846-9_33
- Description: This chapter asks us to regenerate and re-imagine what a dis-tinctively young and contemporary feeling of Environmental and Sustainability Education could look like in the African con-text. It asks us to acknowledge the ingenious ways that Change Drivers in South Africa and Africa are moving towards their visions of the common good. The chapter invites us to trace and learn from the transgressive learning and nomadic journeys of young Change Drivers who are part of a network called Activate! Change Drivers. Activate! Change Drivers is one of the largest youth led movements in South Africa. It is a network of young leaders equipped to drive change for the common good in South Africa. In a world that is uncertain and unknown the embodied knowledge of Change Drivers in South Africa can help us as practitioners think carefully and critically about how to learn for an unknown and predominantly young future.
- Full Text:
- Date Issued: 2017
- Authors: Kulundu, Injairu
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437107 , vital:73331 , ISBN 978-0-620-79605-7 , https://doi.org/10.3920/978-90-8686-846-9_33
- Description: This chapter asks us to regenerate and re-imagine what a dis-tinctively young and contemporary feeling of Environmental and Sustainability Education could look like in the African con-text. It asks us to acknowledge the ingenious ways that Change Drivers in South Africa and Africa are moving towards their visions of the common good. The chapter invites us to trace and learn from the transgressive learning and nomadic journeys of young Change Drivers who are part of a network called Activate! Change Drivers. Activate! Change Drivers is one of the largest youth led movements in South Africa. It is a network of young leaders equipped to drive change for the common good in South Africa. In a world that is uncertain and unknown the embodied knowledge of Change Drivers in South Africa can help us as practitioners think carefully and critically about how to learn for an unknown and predominantly young future.
- Full Text:
- Date Issued: 2017
Decolonisation as future frame for environmental and sustainability education: embracing the commons with absence and emergence
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437466 , vital:73386 , ISBN 9789086868469 , https://doi.org/10.3920/978-90-8686-846-9_2
- Description: This chapter considers how engagement with decolonization history, theory and practice may provide an interesting future frame for Environmental and Sustainability Education (ESE). The chapter provides an overview of some of the key dynam-ics of decolonization thinking that are circulating at present, and considers particularly the problematique of absence and emergence. It argues for giving attention not only to critical analysis of colonization concerns (ie identification of absence), but also to expansive, emergent theories of learning which we might mobilise in environmental and sustainability education (ESE) out of our existing forms of being in order to re-imagine new becomings that are oriented to the common good (ie pro-cesses of emergence). In situating the argument within wider discourses around education and the common good, this chapter argues that decolonisation is a project that concerns us all (not only those in the global South), given the contempo-rary realities and geopolitics of resource flows, hypercapitalism, colonization by market logic, and the privatisation of the commons.
- Full Text:
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437466 , vital:73386 , ISBN 9789086868469 , https://doi.org/10.3920/978-90-8686-846-9_2
- Description: This chapter considers how engagement with decolonization history, theory and practice may provide an interesting future frame for Environmental and Sustainability Education (ESE). The chapter provides an overview of some of the key dynam-ics of decolonization thinking that are circulating at present, and considers particularly the problematique of absence and emergence. It argues for giving attention not only to critical analysis of colonization concerns (ie identification of absence), but also to expansive, emergent theories of learning which we might mobilise in environmental and sustainability education (ESE) out of our existing forms of being in order to re-imagine new becomings that are oriented to the common good (ie pro-cesses of emergence). In situating the argument within wider discourses around education and the common good, this chapter argues that decolonisation is a project that concerns us all (not only those in the global South), given the contempo-rary realities and geopolitics of resource flows, hypercapitalism, colonization by market logic, and the privatisation of the commons.
- Full Text:
- Date Issued: 2017
Deliberations on a changing curriculum landscape and emergent environmental and sustainability education practices in South Africa
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436206 , vital:73239 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_3
- Description: This chapter describes Environmental and Sustainability Edu-cation (ESE) in South Africa against the backdrop of a chang-ing educational system. It discusses changing educational im-peratives in post-apartheid South Africa and how these have been interpreted and applied in three curriculum revisions in South Africa since 1994: Curriculum 2005, the Revised Na-tional Curriculum Statements and the Curriculum Assessment Policy Statement. The narrative also examines a changing pic-ture of teacher professional development in South Africa high-lighting how constructivist and social realist understandings of education, development and learning have entered the dis-course and influenced practice in South Africa. The chapter concludes with highlighting how a relational approach to learn-ing, as evident in ESE practices in South Africa, can help to avoid a pendulum swing between the dichotomies of compet-ing discourses.
- Full Text:
- Date Issued: 2017
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436206 , vital:73239 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_3
- Description: This chapter describes Environmental and Sustainability Edu-cation (ESE) in South Africa against the backdrop of a chang-ing educational system. It discusses changing educational im-peratives in post-apartheid South Africa and how these have been interpreted and applied in three curriculum revisions in South Africa since 1994: Curriculum 2005, the Revised Na-tional Curriculum Statements and the Curriculum Assessment Policy Statement. The narrative also examines a changing pic-ture of teacher professional development in South Africa high-lighting how constructivist and social realist understandings of education, development and learning have entered the dis-course and influenced practice in South Africa. The chapter concludes with highlighting how a relational approach to learn-ing, as evident in ESE practices in South Africa, can help to avoid a pendulum swing between the dichotomies of compet-ing discourses.
- Full Text:
- Date Issued: 2017
Education and the common good
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/126060 , vital:35846 , ISBN 9783319513225 , https://link.springer.com/chapter/10.1007/978-3-319-51322-5_5?utm_source=twitter&utm_medium=social&utm_content=ads&utm_campaign=SRHS_2_VB_Edu-Series-FTA-Nine#citeas , https://doi.org/10.1007/978-3-319-51322-5_5
- Description: The chapter responds to a recent invitation by the UNESCO to respond to the contents of their book on the purpose of education, entitled Rethinking Education: Towards a Global Common Good? I explore the concept of the common good (as it relates to concepts of commons and commoning activity) and what it might mean to engage with commoning as an educational activity, if the commons, as argued by Amin and Howell, is to be “released” from historical descriptions of commons and commoning activity, to embrace a futures orientation. Drawing on critical realism and decolonization theory, as well as experience of working with expansive social learning, I propose that an educational theory grounded in a concept of emergence is needed in such a context.
- Full Text: false
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/126060 , vital:35846 , ISBN 9783319513225 , https://link.springer.com/chapter/10.1007/978-3-319-51322-5_5?utm_source=twitter&utm_medium=social&utm_content=ads&utm_campaign=SRHS_2_VB_Edu-Series-FTA-Nine#citeas , https://doi.org/10.1007/978-3-319-51322-5_5
- Description: The chapter responds to a recent invitation by the UNESCO to respond to the contents of their book on the purpose of education, entitled Rethinking Education: Towards a Global Common Good? I explore the concept of the common good (as it relates to concepts of commons and commoning activity) and what it might mean to engage with commoning as an educational activity, if the commons, as argued by Amin and Howell, is to be “released” from historical descriptions of commons and commoning activity, to embrace a futures orientation. Drawing on critical realism and decolonization theory, as well as experience of working with expansive social learning, I propose that an educational theory grounded in a concept of emergence is needed in such a context.
- Full Text: false
- Date Issued: 2017
Education for sustainable development in the Namibian Biology curriculum
- Authors: Tshiningayamwe, Sirrka
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436223 , vital:73250 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_8
- Description: As a response to the United Nations Decade of Education for Sustainable Development, Namibia has incorporated Educa-tion for Sustainable Development (ESD) into its education poli-cy. There has thus been a growing recognition of the signifi-cance of ESD across the school curriculum. However, of the various subjects taught in secondary schools, science sub-jects (especially biology) are often perceived as subjects that can make a significant contribution to ESD. Drawing on re-search that was conducted at three schools in Windhoek, this chapter will comment critically on the uptake of ESD in the Bi-ology Namibian Senior Secondary Certificate (NSSC) curricu-lum. The chapter reflects on the influence of learner-centred education in the Namibian curriculum, the challenges and suc-cesses of ESD integration in the biology curriculum and how ESD has potential to strengthen and expand policies on learn-er-centred education, helping to translate them into practices.
- Full Text:
- Date Issued: 2017
- Authors: Tshiningayamwe, Sirrka
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436223 , vital:73250 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_8
- Description: As a response to the United Nations Decade of Education for Sustainable Development, Namibia has incorporated Educa-tion for Sustainable Development (ESD) into its education poli-cy. There has thus been a growing recognition of the signifi-cance of ESD across the school curriculum. However, of the various subjects taught in secondary schools, science sub-jects (especially biology) are often perceived as subjects that can make a significant contribution to ESD. Drawing on re-search that was conducted at three schools in Windhoek, this chapter will comment critically on the uptake of ESD in the Bi-ology Namibian Senior Secondary Certificate (NSSC) curricu-lum. The chapter reflects on the influence of learner-centred education in the Namibian curriculum, the challenges and suc-cesses of ESD integration in the biology curriculum and how ESD has potential to strengthen and expand policies on learn-er-centred education, helping to translate them into practices.
- Full Text:
- Date Issued: 2017
Enhancing agency and action in teacher education in Zimbabwe
- Mandikonza, Caleb, Mukundu, Cecilia
- Authors: Mandikonza, Caleb , Mukundu, Cecilia
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436235 , vital:73251 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_18
- Description: In this chapter we use a case study of teacher education in Zimbabwe to review a professional development model for mainstreaming environment and sustainability education (ESE). The process is driven by a collaborative and practice-based course design where participants work towards a change project in their professional work context. An institu-tional change project approach was developed within a work-together/work-away process in a Rhodes University teacher education course undertaken in partnership with the Southern African Development Community Regional Environmental Ed-ucation Programme (SADC REEP).
- Full Text:
- Date Issued: 2017
- Authors: Mandikonza, Caleb , Mukundu, Cecilia
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436235 , vital:73251 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_18
- Description: In this chapter we use a case study of teacher education in Zimbabwe to review a professional development model for mainstreaming environment and sustainability education (ESE). The process is driven by a collaborative and practice-based course design where participants work towards a change project in their professional work context. An institu-tional change project approach was developed within a work-together/work-away process in a Rhodes University teacher education course undertaken in partnership with the Southern African Development Community Regional Environmental Ed-ucation Programme (SADC REEP).
- Full Text:
- Date Issued: 2017