Cultures in the Making: An Examination of the Ethical and Methodological Implications of Collaborative Research

  • Christina Siry The University of Luxembourg
  • Carolyne Ali Khan City University of New York
  • Mark Zuss City University of New York
Keywords: collaborative research, educational inquiry, ethics

Abstract

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core concerns pertain to the experiential, lived and qualitative relations within emergent research communities. Questions that have guided us include: What does "we" mean in research practice? How do we become a community of researchers? What forms of relations are shaped in the continuous process of inquiry? Whose interests are served? How can a community of researchers and their participants, formed and sustained by reciprocal, ethical relations, of trust, shared knowledges, curiosity and friendship, emerge? Key to approaching these is examining the contingent epistemological goals of research. We discuss four essential elements in the ethical qualities of research as a community of practice that stand out for "us." URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1102245

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Author Biographies

Christina Siry, The University of Luxembourg
Christina SIRY is a post-doctoral researcher at the University of Luxembourg. Her work focuses on the teaching and learning of science in primary grades, and she is interested in approaches to working towards collaborative participatory practices in educational research with young children.
Carolyne Ali Khan, City University of New York
Carolyne ALI-KHAN is a Ph.D candidate in Urban Education at the Graduate Center, CUNY, New York. She has taught in New York City high schools over the past two decades. She has also taught at at Hunter College. In addition she has been involved in education in Egypt, Germany, the United Kingdom, Japan, Ghana and Pakistan.
Mark Zuss, City University of New York
Mark ZUSS is a poet who teaches critical social theory and qualitative research in the Literacy Studies Program of Lehman College, City University of New York. His recent work considers the historically shifting roles played by theoretical curiosity as well as its contemporary forms of practice in the technosciences, including genomics, artificial life and exobiology.
Published
2011-05-02
Section
FQS Debate: Qualitative Research and Ethics