Index

Ethics, Ethnography and Education

ISBN: 978-1-83982-247-6, eISBN: 978-1-80071-008-5

ISSN: 1529-210X

Publication date: 23 June 2022

This content is currently only available as a PDF

Citation

(2022), "Index", Russell, L., Barley, R. and Tummons, J. (Ed.) Ethics, Ethnography and Education (Studies in Educational Ethnography, Vol. 19), Emerald Publishing Limited, Bingley, pp. 161-167. https://doi.org/10.1108/S1529-210X20220000019010

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Lisa Russell, Ruth Barley and Jonathan Tummons. Published under exclusive licence by Emerald Publishing Limited


INDEX

Actions
, 55–56

in cultural context
, 55

Active participants
, 95–96

Activities
, 55–56

Actor-network theory (ANT)
, 13, 20–21

Adaption
, 12

Adult-child relationship
, 52

Agency
, 133, 151

Aggressive approach
, 50–51

An Inquiry into Modes of Existence (AIME)
, 13–14, 23

meta-language of
, 21

Analytic understanding of perspectives
, 55–56

Anonymity
, 97–98

Anthropocene
, 69

Anthropology
, 13

Anxiety
, 50–51

ART-MAIL
, 134

Audit processes
, 11–12

Basque educational ethnographic research, ethics of

dialogue and negotiation between researched and researcher
, 79–81

doubts cast by post-qualitative inquiry
, 69–70

ethics in educational ethnography
, 68–69

ethics in volatile research context
, 71–72

method
, 72–75

participant withdrawal from research
, 75–76

unexpected characteristics of participants during fieldwork
, 77–79

Blackboard Collaborates
, 118

Blended online ethnography
, 118–121

adaption of methods for blended ethnography
, 121–123

changes
, 121–122

ethical challenges in blended ethnography
, 119–121

fieldnotes
, 122–123

textual analysis
, 121

British Educational Research Association Ethical Guidelines
, 4

Case study methodology
, 89

Child/children

contradiction in positioning of
, 59

ethical dilemmas with Latin American
, 130

ethics management research with
, 32–34

ethnographic research with children in India
, 50–51

participation
, 6, 52

rapport building with
, 55–56

Childhood

cultural notions of
, 49–50

in India
, 50–51

sociology of
, 50–51

Choreomundus research, ethical considerations during
, 114

‘Co-laboured’ research
, 59

‘Co-opted’ research
, 59

Co-players
, 91–92

Code of research ethics
, 19–20

Codes of ethics practice
, 12

Collaboration
, 69

Collaborative Autoethnography (CAE)
, 73, 152–153

Collaborative research
, 81

‘Collaborator’
, 69

Colonial heritage
, 50–51

Consequentialist ethical theory
, 12

Counter Strike: Global Offensive (CS:GO)
, 90–91, 96

Counter-terrorism strategy
, 43

COVID-19

global impact stopped face-to-face dancing
, 115–116

pandemic
, 4–5

safe virtual research methods
, 4

Critical educational ethnography
, 71–72

Critical ethnographic practice
, 152–153

Cultural context, ethical decisions within
, 50

Cultural experiences
, 134

Cultural notions of childhood
, 49–50

Culture
, 1

Data bomb
, 43

Data collection techniques
, 73

Data ownership, ethical issues of
, 36–40

‘Data providers’
, 6–7

Digital, expansion of
, 153–154

Digital research
, 88

Digital technologies
, 87–88

Digital zeitgeists
, 154–155

Digitally mediated practices
, 87–88

Disposition
, 72

Diverse methods
, 72

Doctoral fieldwork
, 115–118

Doubts cast by post-qualitative inquiry
, 69–70

Economic and Social Research Council (ESRC)
, 29–30

Edinburgh University New Scotland Country Dance Society (EUNSCDS)
, 115

Education

continuing enquiry
, 158

ethics work
, 156–158

ethnographers
, 12–13, 33–34

ethnographies of education across place and space
, 151–153

ethnography of
, 19–20

expansion of digital
, 153–154

‘traditional’ anthropological ethnography
, 154–156

Education-based research
, 1

Educational Esports context, ethno-case study in
, 91–92

Educational ethnographers
, 29–30

Educational ethnography
, 34

ethics in
, 68–69

Empiricisms
, 69

Ethical challenges
, 1–2

in blended ethnography
, 119–121

Ethical decisions
, 34, 50

Ethical dilemmas
, 1, 50, 55

contradiction in positioning of children
, 59

ethnographic field
, 132–135

ethnographic field in process
, 135–138

experiences of time during pandemic
, 138–140

intervene
, 60–61

with Latin American children and youngsters
, 130

letters/messages as means of communication and ethnographic documents
, 142–145

participants and locations
, 135

perceptions of field
, 57–59

rapport building with children
, 55–56

recruiting via kinship and friendship networks
, 140–142

in situ
, 138, 152

time in pandemic
, 139

Ethical issues
, 50

Ethical regulation
, 29–32

Ethical review board
, 6–7

Ethics. See also Research ethics
, 2, 5, 151

AIME
, 13–14

document
, 17–18

in educational ethnography
, 2–3, 68–69

of educational ethnography
, 12–13

emergent and unpredictable
, 156–157

as fiction and as technology
, 16–18

going back to actors and networks
, 20–21

intervene and stay silent
, 157

as knowledge
, 14–16

less-than-straightforward world of ethics in ethnography
, 11–13

observing illegal
, 157–158

in online ethnographies
, 153–154

within online fieldwork
, 93–101

as politics
, 18–20

research with, not about, people and practice
, 156

in volatile research context
, 71–72

work
, 155–156

Ethics management
, 4

dealing with sensitive data
, 42–44

issues of consent, data ownership and intervention
, 36–40

managing unpredictable in-situ
, 41–42

personal, professional and political
, 36

research with children and young people
, 32–34

rise of ethical regulation
, 30–32

studies
, 34–36

Ethno-case study

in educational Esports context
, 91–92

framework
, 89

Ethnographer(s)
, 2, 29–30, 32, 34, 151

of education
, 5–6, 12

Ethnographic field
, 132–135

in process
, 135–138

Ethnographic research with children in India
, 50–51

Ethnographic work with children
, 49–50

Ethnography/ethnographies
, 2, 32–33, 154

of education
, 19–20

of education across place and space
, 151–153

less-than-straightforward world of ethics in
, 11–13

managing ethics in
, 31–32

in online
, 87–88

production
, 68

Euro-American scholarship
, 50–51

Everyday ethics in changing times
, 2–5

Evidence
, 70

External voice chat (EVC)
, 91–92

Face-to-face fieldwork
, 109–110

ethical considerations during Choreomundus research
, 114

fieldnotes
, 114

interviews
, 113

in Lyon and Edinburgh
, 111–114

participant observation
, 112

research diary
, 114

textual analysis
, 111–112

Face-to-face interactions
, 132–135

Facebook
, 153

FaceTime
, 118

Feminist
, 12

Fiction mode (FIC)
, 16–17

ethics as
, 16–18

Fictional narrative
, 16–17

Fieldnotes
, 114, 122–123

Fieldwork
, 7, 54, 68–69, 73, 132

unexpected characteristics of participants during
, 77–79

First person shooters (FPS)
, 90–91

Formal ethical approval
, 35–36

Gamertags
, 97–98

General Data Protection Regulation (GDPR)
, 4

Good ethical research management
, 1

Half-Life game
, 90–91

Higher education, ethnography production in
, 81

Honesty
, 69

Ideal childhood
, 49–50, 52

Idealised notions of childhood and adult-child continuity in India
, 52–54

Implicit ethical dilemmas
, 138

Improvisation
, 12

In situ ethics
, 130

In-person fieldwork
, 115–116

Inclusion, ethical issues around
, 4–5

Inclusive ethics
, 69

Inclusive research
, 69, 71–72, 81

India

ethnographic research with children in
, 50–51

idealised notions of childhood and adult-child continuity in
, 52–54

Indian childhood
, 50–51

Informed consent
, 2–4, 12, 36, 94

ethical issues of
, 36–40

Institutional ethics
, 11–12

Institutional review boards (IRBs)
, 4

Institutionalisation of ethical processes
, 2–3

Internal voice chat (IVC)
, 91–92

International Network of Ethnography with Children and Young People (RIENN)
, 136

Internet technologies
, 119, 131

Interpersonal communication (IC)
, 119

Intervention, ethical issues of
, 36–40

Interviews
, 113

Knowledge
, 70

ethics as
, 14–16

transformation
, 69

Latin America, ethnographic study in
, 130, 138

Latour, Bruno
, 13, 151

Law
, 13

Letters/messages as means of communication and ethnographic documents
, 142–145

‘Local school’
, 50–51

‘Lurking’
, 110–111

‘Mass problematisation’
, 152–153

Massive multiplayer online role-playing games (MMORPGs)
, 90–91

Massive online battle arenas (MOBAs)
, 90–91

Materialisms
, 69

Matter of concern
, 18

Meta-language of AIME
, 21

Methodological approach
, 73–74

Mode of existence
, 13–14

Modernity
, 152–153

Modes of participation
, 36

Mohollla club
, 50–51

MS Teams (online platform)
, 118

Multimodality in online ethnographies
, 153–154

Multiplayer video game
, 88

Non-anthropological ethnographers
, 14

‘Normal child’
, 52

Not in Employment Education or Training (NEET)
, 32–34

Offline data collection
, 119

‘Offline’ ethnography
, 134–135

One-size-fits-all approach
, 4, 124–125

Online data collection
, 119

Online ethnographic research, SCD adapting to
, 125–126

Online ethnography
, 109–110

blended
, 118–121

ethics and multimodality in
, 153–154

Online game in educational context
, 89

Online SCD classes
, 124–125

Online teaching
, 117

Online video games, ethics in

(re) negotiation process
, 101–102

conducting online fieldwork
, 95–96

data analysis
, 97–98

ethics within online fieldwork
, 93–101

ethno-case study in educational Esports context
, 91–92

participant-centred research approaches online
, 89–91

practical-ethical challenges
, 101

reporting findings
, 98–101

‘Online’ ethnography
, 134–135

‘Online’ itself
, 88

Ontological toolkit
, 13–14

Pandemic, time experiences during
, 138–140

Participant integrity

ethics within online fieldwork
, 93–101

ethno-case study in educational Esports context
, 91–92

participant-centred research approaches online
, 89–91

Participant(s)

and locations
, 135

observation
, 112

unexpected characteristics of participants during fieldwork
, 77–79

withdrawal from research
, 75–76

Participatory approach
, 35–36

Passive participants
, 95–96

Personal education ethnographers
, 36

Philosophical anthropology
, 24

Philosophy
, 13

Place, ethnographies of education across
, 151–153

Political education ethnographers
, 36

Politics

ethics and
, 18, 20, 72

of research
, 156

Positionality
, 123–124

Positivism
, 152–153

Post-colonial approaches
, 22

Post-qualitative approaches
, 22

Post-qualitative ethnography
, 152

Post-qualitative inquiry
, 68–69

doubts cast by post-qualitative inquiry
, 69–70

Post-qualitative method
, 12

Post-structuralist method
, 12

Power dynamic
, 29–30, 51

Practice of ethics
, 50

Practise ethics
, 2

Pre-digital research practice
, 87–88

Pre-position (mode PRE)
, 20–21

‘Prevent Strategy’
, 43–44

Professional education ethnographers
, 36

Qualitative research
, 71

Quality of online relationships
, 124

Questionnaires
, 122

Rapport building with children
, 55–56

(re) negotiation process
, 101–102

‘Real school’
, 50–51

Recruiting via kinship and friendship networks
, 140–142

Reference mode (REF)
, 14–15

Reflexivity
, 55

Relational ethics
, 130

Relational spaces
, 134–135

between face-to-face and virtual interactions
, 132–135

Religion
, 13

Representation

ethical issues around
, 4–5

of participants
, 1

politics of
, 156

Research context
, 101–102

Research diary
, 114

Research ethics
, 5–6, 15–17, 21, 24–25

behaving ethically in field
, 62

child participation
, 52

ethical dilemmas
, 55

ethnographic research with children in India
, 50–51

framework
, 5–6, 29–30

idealised notions of childhood and adult-child continuity in India
, 52–54

study
, 54–55

Research ethics committees (REC)
, 4

Research processes
, 71–72

Research project
, 68

Researcher positionality
, 75, 83

Researcher-respondent hierarchy
, 22

Responsibility
, 98–101

Royal Scottish Country Dance Society (RSCDS)
, 109–110, 115, 117, 121

RSCDS Autumn Gathering
, 110

Scottish Country Dancing (SCD)
, 109–110

adapting to online ethnographic research
, 125–126

adaption of methods for blended ethnography
, 121–123

blended online ethnography
, 118–121

doctoral fieldwork
, 115–118

face-to-face fieldwork in Lyon and Edinburgh
, 111–114

ongoing ethical considerations
, 124–125

standpoint and positionality
, 123–124

Screen recording
, 89

Semi-structured interviews
, 113

Semiotics
, 13

Skype
, 118

Social interactions
, 87–88

Sociology
, 13

of childhood
, 50–51

Space(s)
, 133

ethnographies of education across
, 151–153

for fieldwork
, 136

Storytelling
, 55–56

‘Sustained shared thinking’
, 35–36

Team members
, 91–92

Technology mode (TEC)
, 17

ethics as
, 16–18

Tensions
, 4

Text-based chat (TBC)
, 91–92

Textual analysis
, 111–112, 121

‘Thick description’
, 90

Time experiences during pandemic
, 138–140

Traditional ethnography
, 72

‘Traditional’ anthropological ethnography
, 151, 154, 156

Transformation of knowledge
, 69

Transparency
, 98–101

Trust
, 32–33

Twitter
, 94

UN convention of 1989
, 52

United Nations Human Rights Council
, 42

University of Edinburgh Research Guidelines
, 116

Unstructured informal interviews
, 35–36

Verification
, 70

Video ethnographic research
, 90

Virtual ethnography (VE)
, 119–121

Virtual interactions
, 132–135

Virtual learning environment
, 23–24

Virtual meeting
, 139–140

Visuality
, 91

Voices
, 1

of children
, 52

Volatile research context, ethics in
, 71–72

WhatsApp
, 136–137

World Wide Web
, 118–119

Young people

ethical dilemmas with Latin American
, 130

ethics management research with
, 32–34

Youth Offending Team (YOT)
, 34–35

Youth-centred representations
, 33

Zoom (online platform)
, 118, 120

SCD on
, 115–116