Paper short abstract:

A pedagogical approach to research ethics must consider reflective approaches, which enhance the researcher's ability to be open to self-construction and sensitive to the multiple positionalities, histories and geographies that mingle in development studies and research.

Paper long abstract:

Authoritative voices in adult learning, like Mezirow (1991) and Kolb (2014), have articulated the differences between knowledge gained through critical self-reflection and knowledge gained from our technical interest in the objective world (Malinen, 2000, p. 37). In many ways, HE approaches to teaching research ethics, and ethical clearance procedures are reminiscent of positivist interpretations of the world and emphasise institutional regulatory procedures, which may fail to acknowledge the various positionalities, histories and geographies that mingle in development studies and research. Like Swazey and Bird (1995) argue, it is essential to appreciate the diverse social and cultural frameworks that may be used to interpret ‘ethical issues’ within research. Additionally, the multiple positional spaces the researcher occupies during ‘field’ research may impact research experiences in various ways, including defining and responding to ethical issues. This paper advocates a more reflective approach to teaching ethical and responsible research within development studies and research. A pedagogical approach to research ethics should consider the multiple spaces that the researcher may occupy in their everyday interactions. Part of this includes the researcher’s ability to be open to self-construction and a sensitivity to the various positionalities, histories and geographies in development studies and research.