RESEARCH METHOD COHEN ok

132 SENSITIVE EDUCATIONAL RESEARCH
research project, conduct, outcomes, reporting
and dissemination not only on themselves but
also on the participants, on those connected to
the participants and on those affected by, or with
a stakeholder interest in, the research (i.e. to
consider ‘consequential validity’: the effects of the
research). This suggests that it is wise to be cautious
and to regard all educational research as potentially
sensitive. There are several questions that can be
asked by researchers, in their planning, conduct,
reporting and dissemination of their studies, and
we present these in Box 5.4.
These questions reinforce the importance of
regarding ethics as ‘situated’ (Simons and Usher
2000), i.e. contingent on particular situations
rather than largely on ethical codes and guidelines.
In this respect sensitive educational research
is like any other research, but sharper in the
criticality of ethical issues. Also, behind many of
these questions of sensitivity lurks the nagging
issue of power: who has it, who does not,
how it circulates around research situations (and
with what consequences), and how it should be
addressed. Sensitive educational research is often
as much a power play as it is substantive. We advise
researchers to regard most educational research as
involving sensitivities; these need to be identified
and addressed.
Box 5.4
Key questions in considering sensitive educational research
What renders the research sensitive
What are the obligations of the researcher, to whom, and howwillthesebeaddressedHowdotheseobligations
manifest themselves
What is the likely effect of this research (at all stages) to be on participants (individuals and groups), stakeholders, the
researcher, the community Who will be affected by the research, and how
Who is being discussed and addressed in the research
What rights of reply and control do participants have in the research
What are the ethical issues that are rendered more acute in the research
Over what matters in the planning, focus, conduct, sampling, instrumentation, methodology, reliability, analysis,
reporting and dissemination might the researcher have to compromise in order to effect the research On what can
there be compromise On what can there be no compromise
What securities, protections (and from what), liabilities and indemnifications are there in the research, and for whom
How can these be addressed
Who is the research for Who are the beneficiaries of the research Who are the winners and losers in the research
(and about what issues)
What are the risks and benefits of the research, and for whom What will the research ‘deliver’ and do
Should researchers declare their own values, and challenge those with which they disagree or consider to be abhorrent
What might be the consequences, repercussions and backlash from the research, and for whom
What sanctions might there be in connection with the research
What has to be secured in a contractual agreement, and what is deliberately left out
What guarantees must and should the researcher give to the participants
What procedures for monitoring and accountability must there be in the research
What must and must not, should and should not, may or may not, could or could not be disclosed in the research
Should the research be covert, overt, partially overt, partially covert, honest in its disclosure of intentions
Should participants be identifiable and identified What if identification is unavoidable
How will access and sampling be secured and secure respectively
How will access be sustained over time
Who are the gatekeepers and how reliable are they