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This chapter reflects on how ethics was managed in Basque educational ethnographic research. Specifically, it addresses researcher positionality when relating to research collaborators in an attempt to manage inclusive ethics in situ. Nowadays, most research is evaluated by an ethical review board that ensures adequate research practice. However, unexpected fieldwork events need to be managed in the field, and this chapter addresses the impact of these events on the relationship between researchers and collaborators. Influenced by a post-qualitative stance we posit that research collaborators should be included in the research process. It reflects on the data collected during an ongoing ethnographic study with higher education students. The method used includes several interview meetings between researchers and collaborators, multimodal representations of collaborators' learning, and participants' self-observations. In the interviews, participants' discourses, representations, and self-observations were collaboratively analysed. The ethnographic data from these meetings show how researchers use a collaborative approach to practise ethics. Through such meetings, the knowledge derived from the ethnographic data is co-constructed in a research relationship where participants engage in dialogue and negotiation about the discourse created around them. Based on this relationship, we propose the concept of inclusive ethics as a process requiring an honest, inclusive, and collaborative relationship with the research subject.

This study aims to explore the main concerns and attitudes Basque adolescents have regarding online privacy. It analyzes their motivations for sharing private information and the kind of information they share. Likewise, it examines whether they consider the potential consequences of revealing certain information online and analyzes if there are any differences between the motivations and attitudes of young people from Gipuzkoa and Labourd.

For this study, three methods were combined to collect the data in 17 schools in the Basque provinces of Gipuzkoa and Labourd: a survey carried out among 1,133 students, out of which 242 also completed a diary and 482 took part in discussion groups.

The data from this research does not fully support the “youth cultures of disclosure” (James, 2009) in the Basque Country; however, some of these practices have been observed.

Time spent online by adolescents has increased sharply in recent years. This increase has brought with it concerns about youth’s level of awareness regarding online privacy. This is the first cross-border study conducted in the Basque Country addressing this topic (in the Basque Autonomous Community, administratively belonging to Spanish territory, and in the Northern Basque Country, administratively in French territory).

This chapter outlines the history of ethical regulation and considers how the position of ethics has shifted. The intent of this book is to explore novice and accomplished ethnographers ‘everyday, real-life’ ethical challenges and considerations against a backdrop of theoretical and ethical guideline scrutiny.

In this final chapter, I offer some conclusions relating to the issues discussed across the volume as a whole. Drawing together common as well as contrasting themes from the different empirical accounts that have been presented by the different authors, I argue for a reflexive and necessarily unpredictable mode of research ethics in the context of ethnographies of education.

In this chapter the authors describe an ethnographic project that the authors were never able to undertake. It was concerned with the use of opera (such as those of Mozart) in the construction of cultural heritage in a number of European cities, including Prague and Vienna. The authors would also have undertaken fieldwork to study the local use of music and opera as tourist attractions. The authors would have studied operatic tourism as an example of secular, cultural pilgrimage. It would, therefore, have been a contribution to the sociology of culture, heritage and tourism.

Seeing inclusive education as a process of removing barriers and dis-abilities and to foster participation and learning for all students in educational organizations (Ainscow & Sandill, 2010; Florian & Beaton, 2018), research approaches and perspectives are valuable for sustaining a theoretically, analytically and methodologically consistent perspective on social order and structural barriers as well as on their transformation. This analytical research perspective challenges researchers to reflect on the positionality and normativity of their research as well as the problem of reification of deficit-oriented categories in educational research (Messiou, 2017). The chapter analyses how the problem of normativity and reification is addressed in the practice of international qualitative research and publishing, in regard to inclusive education. It endeavours to provoke critical thinking about how inclusive education research can target these challenges by discussing interpretative and reconstructive research approaches. Hence, the paper explores how to develop ways of analysing processes and practices regarding inclusion and exclusion.

This paper stimulates methodological debates and advances the research agenda for qualitative research about time and temporality in organizing processes. It develops a framework for studying the temporal in organizing that contributes by: (1) providing an overview to prepare for and navigate various methodological challenges in this regard, (2) offering inspiration for relevant solutions to those challenges and (3) posing timely questions to facilitate temporal reflexivity in scholarly work.

Based on a literature review of studies about temporality in organizing processes, the authors develop a framework of well-acknowledged methodological challenges, dilemmas and paradoxes, and pose timely questions with which to develop potential solutions for research about organization and time.

The framework of this study offers a synthesis of methodological challenges and potential solutions acknowledged in the organization studies literature. It consists of three interrelated dimensions of methodological challenges to studying temporality in organizing processes, namely: empirical, analytical and representational challenges. These manifests in six subcategories: empirical cases, empirical methods, analytical concepts, analytical processes and coding, representing researchers’ temporal embeddedness and representing multiple temporalities.

This paper allows scholars to undertake a more ambitious, collective methodological discussion and sets an agenda for studying the temporal in organizing. The framework developed stimulates researchers’ temporal reflexivity and inspires them to develop solutions to specific methodological challenges that may emerge in their study of the temporal in organizing.