BLOG 8
‘Spidey senses’, ‘who am I to do this?’, ‘oh sugar, honey, ICED TEA’, hitting the wall, full stop on research
This is a reflection on my research project and the ethical considerations I am facing. I am aware that I am exploring a very sensitive subject and recognize the potential for discomfort and harm when asking sensitive questions about disabilities.
Some of the triggering issues include:
Stigma: Students may feel embarrassed or ashamed about certain disabilities.
Privacy: Revealing personal information about disabilities can feel intrusive.
Triggering: Questions about disabilities can be emotionally triggering for some students.
Researcher Positionality: I am aware of my limitations in addressing these sensitive issues. I do not have the necessary training or skills to:
Support students who are triggered or distressed.
Ensure confidentiality and ethical research practices.
Avoid perpetuating harmful stereotypes or biases.
Impact on Students: I am concerned about the potential negative impact of my research on students, particularly those with disabilities.
Revision of my research approach:
- Re-evaluate Research Questions:
- Focus on systemic barriers: Instead of directly asking students about their personal disabilities, I should focus to systemic barriers within the education system.
- Use the Social Model: example: “What are the biggest challenges you face as a student in this institution?”
“How could the learning environment be more inclusive for all students?”
- Use anonymous surveys, focus groups, or other methods that minimize the risk of identifying individual students.
- Collaborate with disability support services: Involve professionals who have expertise in working with students with disabilities in the research design and data collection process.
- Develop a Robust Ethical Framework:
Obtain informed consent: Clearly explain the purpose of the research, the potential risks and benefits, and ensure that students understand that their participation is voluntary.
Guarantee confidentiality: Assure students that their responses will be kept confidential and anonymous.
Provide support mechanisms: Establish clear procedures for students who may experience distress during or after the research. This could include access to counselling services or other support resources.
- Seek Training and Guidance:
Disability awareness training: Participate in training sessions that address disability sensitivity, cultural competency, and ethical research practices.
Consultation with experts: Seek guidance from disability studies scholars, educational researchers, and ethicists.
- Self-Reflection:
Reflect on my own perspectives on disability and how they might influence your research.
Continuously evaluate my research: Regularly review your research methods and data collection procedures to ensure that they are ethical and respectful of student needs.
- ISA Considerations:
ISA have their limitations: ISAs may not provide a comprehensive picture of all the barriers that students with disabilities face. Data analysis to identify patterns and trends that may point to systemic barriers within the education system.
I have decided to stop this research Cycle 1 as I am concerned of the subject I am researching. Cycle 2 will start with a deeper look at the Social Model from the data gathered from the interviews I have had with teachers, practitioners and tutors. Cycle 2 has also triggered a possible Cycle 3 which the construction of a larger cube with a bigger interface for students to engage and develop greater creativity.
Below is my revised ethical plan and a video clip of a large cube construction and my explanation in how it will be used:
Below, is the start of a data chart that I was developing to record practitioners engagement with the cube and also for recording students reaction to the lesson with different criteria headings for this part of the research cycle 1 which I have now stopped. This will give an insight in how I was assessing the effectiveness of the cube as a teaching tool.