Navigating ‘ethics in practice’: An ethnographic case study with young women living with HIV in Zambia.
Mackworth-Young, C. R. S., Schneiders, M. L., Wringe, A., Simwinga, M., & Bond, V. (2019). Navigating ‘ethics in practice’: An ethnographic case study with young women living with HIV in Zambia. Global Public Health, 14(12), pp.1689-1702. This article reflects on the
Ethics in community-based research with vulnerable children: Perspectives from Rwanda.
Betancourt, T.S., Smith Fawzi, M.C., Stevenson, A., Kanyanganzi, F., Kirk, C., et al. (2016). Ethics in community-based research with vulnerable children: Perspectives from Rwanda. PLOS ONE, 11(6), e0157042.
‘Like the stranger at a funeral who cries more than the bereaved’: Ethical dilemmas in ethnographic research with children.
Okyere, S. (2017). ‘Like the stranger at a funeral who cries more than the bereaved’: Ethical dilemmas in ethnographic research with children. Qualitative Research, Published on-line ahead of print.
Community perspectives on research consent involving vulnerable children in Western Kenya.
Vreeman, R., Kamaara, E., Kamanda, A., Ayuku, D., Nyandiko, W., Atwoli, L., Ayaya, S., Gisore, P., Scanlon, M., & Braitstein, P. (2012). Community perspectives on research consent involving vulnerable children in Western Kenya. Journal of Empirical Research on Human Research Ethics, 7(4), pp. 44-55.
Global and local methodological and ethical questions in researching football academies in Ghana.
Dubinsky, I. (2016). Global and local methodological and ethical questions in researching football academies in Ghana. Children's Geographies, Published on-line ahead of print, pp. 1-14.
Participatory action research: The distress of (not) making a difference.
Klocker, N. (2015). Participatory action research: The distress of (not) making a difference. Emotion, Space and Society, 17, pp. 37-44.
Does the requirement of getting active consent from parents in school-based research result in a biased sample? An empirical study.
Jelsma, J., Burgess, T., & Henley, L. (2012). Does the requirement of getting active consent from parents in school-based research result in a biased sample? An empirical study. Journal of Empirical Research on Human Research Ethics, 7(5), pp. 56-62.
‘If you were the researcher what would you research?’: Understanding children’s perspectives on educational research in Mongolia and Zambia.
Morgan, J., & Sengedorj, T. (2015). ‘If you were the researcher what would you research?’: Understanding children's perspectives on educational research in Mongolia and Zambia. International Journal of Research & Method in Education, 38(2), pp. 200-218.
Situating participatory methodologies in context: The impact of culture on adult–child interactions in research and other projects.
Twum-Danso, A. (2009). Situating participatory methodologies in context: The impact of culture on adult–child interactions in research and other projects. Children's Geographies, 7(4), pp. 379-389.
‘Going deep’ and ‘giving back’: Strategies for exceeding ethical expectations when researching amongst vulnerable youth.
Swartz, S. (2011). ‘Going deep’ and ‘giving back’: Strategies for exceeding ethical expectations when researching amongst vulnerable youth. Qualitative Research, 11(1), pp. 47-68.