Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child
| Autor: | Maritta Hännikäinen, Niina Rutanen, Raija Raittila, Yaiza Lucas Revilla, Kaisa Harju |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Early childhood education
relational ethics varhaiskasvatus Arena of Ethics media_common.quotation_subject 050109 social psychology Context (language use) Research space lapset (ikäryhmät) Space (commercial competition) early childhood education and care tapaustutkimus Arts and Humanities (miscellaneous) Pedagogy research space 0501 psychology and cognitive sciences Sociology media_common Data collection Relational ethics Transition (fiction) 05 social sciences Transitions qualitative case study Interdependence Negotiation Action (philosophy) Qualitative case study tutkimusetiikka Early childhood education and care Psychology (miscellaneous) transitions Social Sciences (miscellaneous) 050104 developmental & child psychology |
| Zdroj: | Human Arenas |
| Popis: | This article continues the discussions of relational ethics put forward in Human Arenas in “Arena of Ethics” (Hilppö et al., 2019). Our aim in this article is to explore and discuss relational ethics, as ethics-in-action, in a long-term research relationship with a child. Our question is: How is ethics-in-action negotiated during critical incidents in the construction of a research space that involves a long-term research relationship with a young child? This article is based on a research project that focused on children’s transitions in early childhood education and care (ECEC). These transitions include the transition from home care to ECEC as well as transitions from child groups or settings to other ECEC groups or settings, and the transition to pre-primary education. We apply a particular lens to the corpus of data, analyzing and reflecting critical incidents vis-à-vis a negotiation of ethics-in-action during the construction of our research space, which involved a long-term research relationship with a child. Our results show that critical incidents in our study’s negotiation of ethics-in-action included (a) the focus child’s spontaneous contributions to the study’s interviews, (b) interdependencies between the child and diverse researchers, and (c) the child’s evolving expertise in data collection, which restructured our study’s research space. We conclude that ethical questions cannot be separated from the mutually constituted relationships or socio-spatial context in where they emerge; thus, they are relationally and spatially embedded. |
| Databáze: | OpenAIRE |
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