Reflexivity and Research Ethics
A Coggle Diagram about Reflexivity (Techniques, In Analysis, In data collection and What is reflexivity?
Guillemin & Gillam 2004: 274
"Mason (1996) stated that reflexive research
means that the researcher should constantly take stock of their actions and their role in the research process and subject these to the same critical scrutiny as the rest of their “data.” (p. 6)
Hertz (1997, p. viii) noted that the reflexive researcher does not merely report the “facts” of the research but also actively constructs interpretations (“What do I know?”), while at the same time questioning how those interpretations came about (“How do I know what I know?”). Jenkins (1992) observed how Bourdieu provided another helpful way of thinking about reflexivity in research. Bourdieu suggested the reflexive process comprises taking two steps back from the subject of the research. The first step back is the objective observation of the research subject; the next step back is the reflection of the observation itself. This is akin to the first step posing the“What do I know?”question and the second step asking the “How do I know?” question."
..."Reflexivity in research is thus a process of critical reflection both on the kind of knowledge produced from research and how that knowledge is generated."), Research Ethics (Traditional ethical issues
('procedural ethics' Guillemin & Gillam 2004: 261)
Cloke et al 2000: 135
"Hammersley and Atkinson (1995), for example, identify four such issues:
(1) informed consent: the researcher should inform the researched about the research in a comprehensive and accurate way, and the researched should give their uncon- strained consent;
(2) privacy: the researcher should resist making things public which are said and done for private consumption;
(3) harm: the researcher should avoid negative consequences both for the people studied and for others;
(4) exploitation: the researcher should avoid ‘using’ respondents to gain information whilst giving little or nothing in return.
To these standardised concerns, many authors would add a fifth:
(5) sensitivity to cultural difference and gender: the researcher should be sensitive to the rights, beliefs and cultural context of the researched, as well as to their position within patriarchal power relations (see McDowell, 1988, 1992; Sidaway, 1992).", Ethical validity of research and Ethics in practice
('micro-ethics')) and Praxis