Situating Cogenerative Dialogue in a Cosmopolitan Ethic

  • Christopher Emdin City University of New York
  • Ed Lehner City University of New York
Keywords: authenticity criteria, Belmont Report, beneficence, cogenerative dialogue, cosmopolitanism, ethics, human subject research and prolonged engagement

Abstract

In this article, we acknowledge the transformative nature of cogenerative dialogues and focus on the ethical dimension of the practice in order to move educational research, classrooms and schools beyond the current conceptions of what is ethical. Utilizing a fusion of the Belmont Report with nuanced notions of fourth generation evaluation procedures, we root cogenerative dialogues in a philosophical approach to cosmopolitanism that acknowledges the differences between multiple participants, multiple fields, and varying ways of knowing and being. Firstly, we consider how rooting the character of the truly ethical research act in a cosmopolitan ideal can attain participant beneficence. Secondly, we consider how to avoid the potential pitfalls of authenticity criteria in the practice of cogenerative dialogues by enacting practices that maximize tactical authenticity. Our approach to cogenerative dialogues serves as a method for critique and analysis that challenges our current practice and considers the ethics of cogenerative dialogues in inner city schools in a new light. URN: urn:nbn:de:0114-fqs0602390

Downloads

Download data is not yet available.

Author Biographies

Christopher Emdin, City University of New York
Christopher EMDIN is a full time doctoral student in Urban Education at The Graduate Center of City University of New York. He currently teaches Physics and Chemistry in the New York City Public Schools. His research interests include Science and Mathematics education and the emergence of student culture within those fields.
Ed Lehner, City University of New York
Ed LEHNER is a New York City Public School Teacher and a full-time student in Urban Education at the Graduate Center of City University of New York. He currently teaches high school in Brooklyn where his research considers how cogenerative dialogues can be used to improve academic achievement across the high school curriculum.
Published
2006-03-31
Section
FQS Debate: Qualitative Research and Ethics