By Warren Midgley, Andy Davies, Mark E. Oliver, Patrick Alan Danaher (eds.)
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What other methodological approaches might the researcher have employed to overcome the problem discussed in this chapter? 3. How important is it to represent researcher voice in research reporting? Is it more important in some methodological approaches than others? To what extent is this a methodological issue, versus an ethical one? REFERENCES Australian Government. (2007). National statement on ethical conduct in human research. au Clough, P. (2002). Narratives and fictions in educational research.
At last I would get to meet him. At last, my chance. It must have been ten years since I first started to notice something was wrong. It wasn’t that I’d wandered off the path; it was more like the path had begun to wear away beneath me. Now it was getting desperate. Everything was crumbling away beneath me. No way forward. No way back. No way at all. I’d come to Asia looking for answers four years ago. The first country I came to was Japan, and that’s where I ran out of money. I got stuck in a job teaching English to high school kids, and my great trek for understanding was over before it even really began.
A result of providing complete anonymity would have been a dampening of the voice of the research subject. ) the easier it is to determine or triangulate who the data source is. Case in point, during the planning phase of the PhD dissertation, it was decided that a transcription service would be utilised to convert both audio and video recordings. By utilising this service the researcher potentially decreased the likelihood of maintaining the research subject’s identity. As the transcriber was visually and orally transcribing, identification was entirely possible.
Echoes: Ethics and Issues of Voice in Education Research by Warren Midgley, Andy Davies, Mark E. Oliver, Patrick Alan Danaher (eds.)