TY  - BOOK
AU  - Zeni,Jane
TI  - Ethical issues in practitioner research
SN  - 0807740012
U1  - 370.7 
PY  - 2001///
CY  - Nueva York
PB  - TEACHERS COLLEGE PRESS
KW  - EDUCACION
KW  - EDUCATION - RESEARCH - MORAL AND ETHICAL ASPECTS - UNITED STATES
KW  - ETICA
N2  - The last decade or so has seen , emarkable resurgence of interest in insider investigations of teaching, learní and schooling—variously known as prac-titioner research/inquiry, teacher i. earch, and action research. Within the move-ment, many have seen the powi of these 'indigenous' inquines to question and transform business as usual i schools and universities. This book explores some of the critical ethical issues • [id dilemmas that come with the territory but are rarely documented or shared ' yond the local setting. In the increasingly politicizeu irena of educational change projects, it is no surprise that relationships amoni he many and various participants are more and more complicated. Classroom eachers, administrators, parents, community members, school staff, district le; chapters by both school-based and university-based researchers, and chapters about collaborative school-university research. Each tory illuminates a particular issue related to the researcher's location and positioning in an institution, research relationships, interpretation and representation of others' experiences, as well as to the many concerns arising from publication for wider audiences and institutional expecta-tions within and across settings. The various chapters thus provide quintessentially local and vivid accounts, but aiso 'telling' cases for those engaging in action research in other locales. Indeed, raising readers' consciousness of ethical dilemmas as a way to stimulate conversation within and across communities seems to be one of the primary purposes of the collection as a whole. These stories provoke; they seek not to forward a set of 'best ethical practices' but rather to render the bumpy terrain as experienced by interesting and thoughtful people deeply involved in the daily work. Jane Zeni's final chapter offers a clear invitation for the many people involved in this work to take closer, more systematic looks at their own practices and contexts. Her 'Guide to Ethical Decisión Making for Insider Research' emerged from discussions in the Teacher Educator Seminar of the Action Research Collaborative in St. Louis about the requirements of human subjects re-views and policies of ethical research generated by professional organizations. Framed as a set of questions that emanate from the concems of institutional review boards, it provides a rich rendering of what may be at stake in insider research in and on practice. Furthermore, as a grounded conceptual framework, the guide aiso provides a compelling agenda for everyone who valúes this kind of work to try to document, analyze, and communicate from múltiple perspec-tives about the ethical issues and dilemmas that arise. This is a book that resonates strongly with my belief that, as people com-mitted to activist research and educational change, we need to take the lead in questioning and studying our own research practices and in arguing in our own institutions for structures and procedures that support rather than undermine new configurations of research and practice. Figuring out how to represent ethical issues within one's own workworid is hard enough. Re-representing these issues for an audience beyond one's own community adds layers of complexity both for the local community and for readers hoping to leam something for their own contexts. As one of the editors of the Practitioner Inquiry Series and as someone who aiso lives and worries about these significant dilemmas, I am truly grateful to Jane Zeni and her collaborators for being willing to take on these challenges
ER  -