Echoes: Ethics and Issues of Voice in Education breaks new ground in the field of education research ethics, by examining different perspectives on the role, influence and importance of voice.
Drawing on a variety of philosophical and paradigmatic approaches, Echoes: Ethics and Issues of Voice in Education examines how and the different ways in which researchers conceptualise voice in the context of broader theoretical and methodological issues relating to research ethics.
Written by authors working across the globe in a variety of academic contexts, it asks:
• How might voice in education be reconceptualised?
• What factors influence whether or not, and in what ways, voices are heard and/or (re)presented in education research?
• What implications do (re)conceptualisations of voice have with respect to the ethics of education research?
• What methods can be used to explore the role, importance and influence of voice in education research from an ethics perspective?
• How might voices be appropriately acknowledged and represented in education research?
Echoes: Ethics and Issues of Voice in Education invites the reader to join the conversation, as it prompts reflection and discussion about the challenges and concerns inherent in the representation of voice in education research.
Содержание
Foreword; Acknowledgements; 1. The Echoes of Voice in Education Research Ethics; Section One: Voice and Ethics: Challenges and Challenging; 2. A Faint Echo: Using Fictionalisation to Speak the Unspeakable; 3. Does Anonymising Steal the Voices of Researchers and Research Subjects?; 4. Ethical Researcher or Vampiric Consumer?: A Post-structural Feminist Researcher’s Reflections on Research Involving the Voices of Young People in Contemporary Australian Schools; 5. The Voice as Subject or Object; Section Two: An Exploration of Voice in Education; 6. Explicating Articulations: Intentions and Intonations in Researching the Voices of Retired Australians; 7. Hear, Oh Hear, the Voices of the Marginalised: Assumptions, Methods and Implications in Capturing the Voices of Expatriate Teachers in Korea; 8. Deconstructing the Taken-For-Grantedness of Institutional Knowledge and Power in Arts Education: Restoring the Voice of the Creative Student; 9. The Other Side of the Student Story: Listening to the Voice of the Parent; Section Three: An Exploration of Voice in Research; 10. Locating the Discursive Self in Language and Literacy Education Research: A Reflexive Consideration of ‘Voice’; 11. The Confluence of Intercultural Communication and Education Research: Issues of Voice in the Performing Arts; 12. Research with Children: Voice, Agency and Transparency; Section Four: Voice and the Practice of Research; 13. Dissonance in Participant Voice: Research Strategies That Harmonise Distortions in Participant Data; 14. Principals’ Voices Via Modelling?: Issues of Voice in Quantitative Studies and the Use of Complexity Theory; 15. Using a Visual Method of Ethno-Symbology to Elucidate Participant Voice; 16. Echoing Contexts: Theorising Voice and Voicing Theories; Vanessa De Oliveira Andreotti & Bruno De Oliveira Andreotti Author Biographies; Index.
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