Formal ethical review of research proposals is now almost the default requirement for all – staff and students – planning research under the auspices of colleges and universities in many parts of the world. With notable exceptions, the extant literature discussing educational research ethics takes a meta-ethical overview, is negatively critical about the ethics review process per se, or comes from America and focuses specifically on the workings of the Institutional Review Boards (IRBs) there. This book, however, contains stories of lived experience from the UK, Spain, New Zealand, Bangladesh, and Australia dealing with, inter alia: dissatisfactions with criteria against which research proposals and designs and, by extension, researchers themselves, are judged to be ethical; problems encountered in obtaining ethical clearance; changes which have had to be made to plans which are believed to have affected the ensuing research process and outcomes; cases where ethical issues and difficulties arose and required considered responses despite permission to undertake the research in question being granted; and benefits perceived to accrue from ethical review procedures. Ethics and Academic Freedom in Educational Research will be of interest to researchers, students, members of ethics review boards and those teaching research ethics, primarily at postgraduate but also at undergraduate level. This book was originally published as a special issue of the International Journal of Research and Method in Education.

There is increased emphasis internationally on ethically sound research, and on good training for research supervisors. Researching with Integrity aims to identify what and how research can be undertaken ethically and with ‘virtue’ from initial conception of ideas through to dissemination. It outlines the context in which academics engage in research, considering the impact of discipline and institutional culture, the influence of government audit of research ‘quality’, the role of government and quangos, professional organisations and business sponsors, and examines the effects of the increasing power and influence of funding bodies, university ethics committees and codes of practice. Based on the notion of ‘virtue’ ethics, this book proposes an alternative approach to research, which focuses not only on ethical rules and protocol to avoid unethical research, but encourages academic, professional and character development and allows for the exercise of personal judgement. Themes considered include: Increased competitiveness between academics and concentration of funding in fewer universities Increasingly bureaucratic approval of processes focused on the treatment of human and animals in research Meeting the expectations of research sponsors ‘Taboo’ research topics and methods Exposing findings to the scrutiny of peers, taking credit for the work of others and self-citation Bullying of junior researchers and plagiarism Power and influence of institutional, discipline-based and professional organisations Illustrated throughout with short narratives detailing ethical issues and dilemmas from international academic researchers representing different disciplines, research cultures and national contexts, this books proposes a an alternative approach to research which provides all research professionals with the intellectual tools they need to cope with complex research.

Formal ethical review of research proposals is now almost the default requirement for all – staff and students – planning research under the auspices of colleges and universities in many parts of the world. With notable exceptions, the extant literature discussing educational research ethics takes a meta-ethical overview, is negatively critical about the ethics review process per se, or comes from America and focuses specifically on the workings of the Institutional Review Boards (IRBs) there. This book, however, contains stories of lived experience from the UK, Spain, New Zealand, Bangladesh, and Australia dealing with, inter alia: dissatisfactions with criteria against which research proposals and designs and, by extension, researchers themselves, are judged to be ethical; problems encountered in obtaining ethical clearance; changes which have had to be made to plans which are believed to have affected the ensuing research process and outcomes; cases where ethical issues and difficulties arose and required considered responses despite permission to undertake the research in question being granted; and benefits perceived to accrue from ethical review procedures. Ethics and Academic Freedom in Educational Research will be of interest to researchers, students, members of ethics review boards and those teaching research ethics, primarily at postgraduate but also at undergraduate level. This book was originally published as a special issue of the International Journal of Research and Method in Education.

Part of the popular BERA/SAGE Research Methods in Education series, this is the first book to specifically focus on the ethics of Education research. Drawn from the authors’ experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples The authors show how to: identify ethical issues which may arise with any research project gain informed consent provide information in the right way to participants present and disseminate findings in line with ethical guidelines All researchers, irrespective of whether they are postgraduate students, practising teachers or seasoned academics, will find this book extremely valuable for its rigorous and critical discussion of theory and its strong practical focus. Rachel Brooks is Professor of Sociology and Head of the Sociology Department at the University of Surrey, UK. Kitty te Riele is Principal Research Fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University in Australia. Meg Maguire is Professor of Sociology of Education at King’s College London.

Eighteen of Africa's most distinguished scholars have contributed to this major and timely work, including Claude Ake, Archie Mafeje, Ali Mazrui, Issa Shivji and Joseph Ki-Zerbo. As a first step towards greater consideration of the nature of the research environment in Africa and to reflect on the social and material context of research as an intellectual activity, CODESRIA co-organised a major conference on academic freedom and research in Africa in Kampala in 1990. A selection of the conferencepapers are contained in this volume. The papers cover the relationship of capital and the state to academic freedom, the historical processes which have shaped intellectuals in Africa, issue of autonomy and democracy andthe question of funding relationships, and the difficulty of alliances that question the right to independence. The book is divided into fivesections: Reflections; Methodological Perspectives; Global Influences andLocal Constraints; Intelligentsia and Activism; and Organizing Academics.

Although academic freedom in teaching and learning methods is crucial to a nation’s growth, the concept comes with numerous misnomers and is subjected to much academic debate and doubt. This volume maps out how truth and intellectual integrity remain the fundamental principle on which the foundation of a university should be laid.

An increasing interest in children's lives has tested the ethical and practical limits of research. Rather than making tricky ethical decisions, transparent researchers tend to gloss over stories that do not fit with sanitized narratives. This book aims to fill this gap by making explicit the lived experiences of research with children.