Ethical tensions in designing ethnographic research with schoolchildren in rural Karnataka

Dados Bibliográficos

ID13005751
AutoresRebecca Ipe (University of Glasgow, autor correspondente)
Ano2019
Volume9
Fascículo2
Páginas120-131
Data de publicação2019-05-27
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoGlobal Studies of Childhood (JOURNAL)
Identificadores do periódicoISSN: 2043-6106 • E-ISSN: 2043-6106
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/2043610619846090
OpenAlexW2947408196
IdiomaEN
Citações recebidas1
Referências citadas39

This article provides an overview of the ethical tensions of preparing for ethnographic research with children in a rural district in Karnataka, India. Such children are at the receiving end of policy and international organisation interest, which alternately frames them as both victims of poverty and conflict and as agents of potential change in their communities. Additionally, researchers must often negotiate particularly muddy ethical waters when working with Majority World children from marginalised backgrounds. A critical exploration of the various complexities is provided in order to develop a working ethical framework. Of key importance is the need for reflexivity when journeying from western higher institutions (the ‘ivory tower’) to the ‘field’, a space and time carrying different weight and implications for the participants than the researcher. This article argues for the need to critically examine and weave in the multiple discourses of power that permeate children’s lives and engage with children’s responses to these discourses. While rural Karnataka provides a case study for the ethical tensions of ethnographic research with Majority World children from marginalised backgrounds, the principles espoused here are broadly applicable to children in a variety of contexts

Ethnography · Negotiation · Political science · Poverty · Power (physics · Public relations · Reflexivity · Social science · Sociology · Variety (cybernetics · Anthropology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Law · Poverty, Education, and Child Welfare