Involving refugee children in research: Emerging ethical and positioning issues.
Gaywood, D., Bertram, T., & Pascal, C. (2020). Involving refugee children in research: Emerging ethical and positioning issues. European Early Childhood Education Research Journal, 28(1), pp. 149-162. Please view the abstract for this article via the Publisher’s Link below.
‘Like the stranger at a funeral who cries more than the bereaved’: Ethical dilemmas in ethnographic research with children.
Okyere, S. (2018). ‘Like the stranger at a funeral who cries more than the bereaved’: Ethical dilemmas in ethnographic research with children. Qualitative Research, 18(6), pp. 623-637.
Listening ethically to indigenous children: Experiences from India.
Sinha, P. (2017). Listening ethically to indigenous children: Experiences from India. International Journal of Inclusive Education, 21(3), pp. 272-285.
Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings.
O’Neill, J., Forster, M., Kupu MacIntyre, L., Rona, S., & Tu’ulaki Sekeni Tu’imana, L. (2017). Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings. International Journal of Inclusive Education, 21(3). pp. 286-298.
A sociocultural analysis of the ethics of involving children in educational research.
Bourke, R., Loveridge, J., O’Neill, J., Erueti, B., & Jamieson, A. (2017). A sociocultural analysis of the ethics of involving children in educational research. International Journal of Inclusive Education, 21(3), pp. 259-271.
Culturally responsive relational reflexive ethics in research: The three Rs.
Lahman, M. K. E., Geist, M. R., Rodriguez, K. L., Graglia, P., & DeRoche, K. K. (2011). Culturally responsive relational reflexive ethics in research: The three Rs. Quality & Quantity, 45(6). pp. 1397-1414.
