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dc.contributor.authorNikkanen, Hanna M.
dc.date.available2021-02-10T12:58:18Z
dc.date.issued2019
dc.date.submitted2019-10-17 14:13:16
dc.date.submitted2020-04-01T10:26:58Z
dc.identifier1004986
dc.identifierOCN: 1135847828
dc.identifierhttp://library.oapen.org/handle/20.500.12657/25106
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/37610
dc.description.abstractThis chapter will focus on the positionality of a teacher-researcher as a moral agent (Macfarlane 2009) when conducting ethnography. As Guillemin and Gillam above, I find the double role of a teacher-researcher informing all the phases of the research. Therefore, reflection is also needed, not only as the final phase of the research project, but throughout the process. I will discuss ethical considerations concerning both the students and the colleagues, moments of reflection and my solutions on how to define the topics and design the methods when conducting ethnography in my own educational community.
dc.languageEnglish
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFM Ethical issues & debates
dc.subject.otherethnography
dc.subject.otherteacher-researcher
dc.subject.othermorality
dc.subject.otherethics
dc.titleChapter 6 Double agent?
dc.title.alternativeEthical considerations in conducting ethnography as a teacher-researcher
dc.typechapter
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.isPartOfBook9f3f05af-d819-4690-b67d-c1b440c612a8
oapen.relation.isbn9781138580251; 9780429507489
oapen.imprintRoutledge
oapen.pages18


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