Ethics’ power dynamics in higher education’s self-ethnographic research

Abstract

Purpose

The purpose of this paper is to highlight levels of power in research ethics that are insufficiently addressed in self-ethnographic research literature.

Design/methodology/approach

The paper reflexively draws from a qualitative research that was conducted in a higher education institution (HEI) in South Africa. The reflection is substantiated with literature on various aspects of the reflection. The research design was self-ethnography, conducted within a postmodernist paradigm.

Findings

The reflection exposes the hidden levels of power in the process of ethical clearance and gatekeeping of access to participants. It also suggests that different theoretical perspectives about ethics work together throughout the self-ethnographic research process.

Research limitations/implications

The research on which the paper is based was conducted in only one college of one HEI. Therefore its findings may only be contextual.

Practical implications

The exposure of the levels of power contributes to the discourses of research ethics and may caution self-ethnographic researchers about the complexities of research ethics involved in this research design.

Originality/value

Although there is plethora of literature about ethics and insider research, little has been done to bring to light the various levels of power that this paper highlights.

Citation

Madikizela-Madiya, N. (2017), "Ethics’ power dynamics in higher education’s self-ethnographic research", Qualitative Research Journal, Vol. 17 No. 1, pp. 32-42. https://doi.org/10.1108/QRJ-06-2016-0038