When practice takes precedence: conceptions of inquiry and the link to ethical posture

Karen McArdle; Jacinta Birchley; Jayne Bruce; Alison Hurrell; Sandra Paterson; Mary Stephen

doi:10.1080/09650792.2014.887026

When practice takes precedence: conceptions of inquiry and the link to ethical posture

Karen McArdle^* (Corresponding Author), Jacinta Birchley, Jayne Bruce, Alison Hurrell, Sandra Paterson, Mary Stephen

^*Corresponding author for this work

Aberdeen City Council

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

Abstract

Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour.

Original language	English
Pages (from-to)	68-84
Number of pages	17
Journal	Educational Action Research
Volume	23
Issue number	1
Early online date	14 Mar 2014
DOIs	https://doi.org/10.1080/09650792.2014.887026
Publication status	Published - 14 Mar 2015

Keywords

participatory action research
higher education
narrative enquiry

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10.1080/09650792.2014.887026Licence: Unspecified

Cite this

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When practice takes precedence: conceptions of inquiry and the link to ethical posture

Abstract

Keywords

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