Week 22

Research Ethics Video

• Must avoid harm, distress, disadvantage, and anxiety
• It could disturb, intrude, have secrecy, cause embarrassment, lowering self-esteem, resentment
• balance these concerns with the benefits

Key principles of NZ: 

• Seek at all times to avoid harm and do good.
• The rights and welfare of learners, research participants, and the public should take precedence over the researcher's self-interest.
• Have a specific duty of care to research participants: to avoid unnecessary anxiety or harm to participants, groups or communities by the research procedures that are used, by the details in the research reports, or as a consequence of participating in the research.
• Give participants a clear description of why the research is being undertaken, what it involves, how it will be reported, and the extent of public availability before participants make a decision about their involvement in a project. Their consent to being involved should then be sought without undue pressure or persuasion and they should have the right to withdraw at any time.
• Consider the capacity of each potential participant to give consent or assent to participate. In research that involves young children, parents or caregivers also need to be asked for their consent.
• Store confidential information securely and anonymise whenever practicable. Keep individual information or private matters strictly confidential.
• Make sure that the participants’ educational progress is not hindered when research projects take time away from regular teaching and learning activities.
• Give a report of research findings to participants to enable them to benefit, directly or indirectly, from their willingness to facilitate the research exercise (NZARE, 2010).

Ethical Considerations for Your Action Plan

The following table lists some example questions to help you to consider the ethical issues related to the data collection method, you can download the template and answer these questions after looking at the class notes of week 23. Note: You do NOT need to include this table in your Action Plan.

What are the possible ethical issues/questions that I need to deal with /answer?	Y/N	Related data collection method(s)	What are the possible solutions to mitigate the harm?	When would the mitigation be introduced?
Will the students lose any learning opportunities when they take part in this Teacher Inquiry?
Will you seek parental consent (e.g. to video their children)?		Observation by recording student interaction
Will personal data be collected? And if so will it be confidentially and anonymously?
Will you use students’ writing samples anonymously?
Will an interview or survey be imposed on students?
Will the participants be made fully aware of all intended uses of the information, for what period of time, and the potential effects of this use?
Will the respondents be given the content and purpose of the data collection (e.g. survey or interview etc. ) so that they may make an informed judgment about whether they wish to participate?

Integrating the Principles of Kaupapa Māori Research into Your Action Plan

Again, this week, we ask you reflect one of the Kaupapa Māori approaches - Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation, how could your inquiry addresses community needs or priorities of Māori students with socio-economic disadvantages? How can this Principle be applied to the ethical consideration of your Inquiry that have been discussed in the previous section?

The learners disproportionately underserved in New Zealand’s secondary schools continue to be Māori. pg. 525

Mere Berryman, Margaret Egan & Therese Ford (2017) Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools,International Journal of Leadership in Education, 20:5, 525-538, DOI: 10.1080/13603124.2016.1206973

I feel that my inquiry addresses needs of Māori students by including their whanau as part of the inquiry. They are to have access to ClassDojo via the app, which can be downloaded to their phones. This also provides another portal for whanau to communicate with me and stay involved with their students learning. As for socio-economic disadvantages, I was a little worried about this as I wasn't sure if everyone would have access to internet at home for the ClassDojo website and app. However, I am overcoming this barrier by holding a compulsory meeting at the start of the year with all students and whanau that are going to be involved in my inquiry and we will download everything right then and there and have it all set up before they make a start on any school related work. I will also be telling my Year 10 students to start coming along to advisory classes so that they have access to the internet at the office and so that I can physically see them more regularly. This was my way of making sure that everyone had equal opportunity for access to the internet just in case there was an issue at home. My distance students are required to have a computer or laptop as part of the deal being a distance student, there are school loan laptops available for fulltime students which my Year 10 students actually do have as they have been with us since last year, and was one of the reasons why I chose to target them. Another requirement is to have access to the internet, which everyone does but I am unsure of the quality or speed of everyone's internet at home so that is why I am making more opportunities available at the advisories.

Tino Rangatiratanga - The Principle of Self-determination (Week 18 & 19)

Taonga Tuku Iho - The Principle of Cultural Aspiration (Week 18 & 23)

Ako Māori - The Principle of Culturally Preferred Pedagogy (Week 19 and 23)

Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation (Week 22)

Whānau - The Principle of Extended Family Structure (Week 20 & 21)

Kaupapa - The Principle of Collective Philosophy (Week 20)

Kaupapa Māori Research. (n.d.). Retrieved from http://www.katoa.net.nz/kaupapa-maori
 

Now it is the time to integrate your thoughts into your Action Plan by answering some questions such as:

How would you apply a Kaupapa Māori approach to knowledge gathering?

How would you apply a Kaupapa Māori approach in developing your research questions?

How would you apply a Kaupapa Māori approach to identifying community priorities, plan data collection, or put your plan into action?