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*** RESPOND TO THIS POST, GENERAL INSTRUCTIONS BELOW **
Ethical principles should be stringent in a general sense they should be restrictive enough to, at the minimum, avoid previous negative outcomes as well as easily imagined abuses and issues that could arise. In my view, the standards should be more stringent with clinical research. I can more easily imagine populations that are more vulnerable in this line of research than within educational research. For example, in consideration of research on terminally-ill patients with no therapeutic benefit (Kleiderman et all, 2012), we can see how precarious considerations of issues such as beneficence and autonomy are front and center.
The thrust of the issue with ethics in educational research (or at least the messier part of an ethical discussion in my mind) involves the power dynamic and appropriate consent; not only to participate but to be able to withdraw consent and the question of informed consent in these populations to begin with. This point, focused more on issues of confidentiality and acknowledgment, is explored in teacher educators with indigenous communities in Australia (Exley et al, 2000). In post-colonial Australia can we expect the trust of indigenous communities that has not been earned? In this articles example: do the baseline methodologies used in Western education translate to Indigenous cultural norms (in the article cited ways of knowing and being)?
An interesting take on FERPA and HIPAA (Wise et al, 2011) is how the two federal privacy laws intersect when dealing with university clinics (in this journal article). This would also of course apply to other educational bodies conducting research with students.
References :
(1)
Kleiderman, E., Avard, D., Black, L., Diaz, Z., Rousseau, C., & Knoppers, B. M. (2012). Recruiting terminally ill patients into non-therapeutic oncology studies: views of health professionals. BMC Medical Ethics, 13(1), 33. https://doi.org/10.1186/1472-6939-13-33
(2)
Exley, B., Whatman, S., & Singh, P. (2018). Postcolonial, decolonial research dilemmas: fieldwork in Australian Indigenous contexts. Qualitative Research, 18(5), 526537. https://doi.org/10.1177/1468794118778611
(3)
Wise, R. A., King, A. R., Miller, J. C., & Pearce, M. W. (2011). When HIPAA and FERPA apply to university training clinics. Training & Education in Professional Psychology, 5(1), 4856. https://doi.org/10.1037/a0022857
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Discussion Peer/Participation Prompt
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