ethics and reflexivity

1. ethics and reflexivity Social Research Methods Week 20 2013-14

2. outline • Ethics – not a tick box exercise, requires methodological/philosophical considerations • Reflexivity – what is it? why does it matter for ethical research, examine some different approaches and problems • Representation – how does reflexivity address dilemmas of representation

3. British Sociological Associationstatement of ethical practice • Find it here: http://www.britsoc.co.uk/media/27107/StatementofEthicalPractice.pdf • ‘Sociologists have a responsibility to ensure that the physical, social and psychological well-being of research participants is not adversely affected by the research. ‘ • ‘Sociologists, when they carry out research, enter into personal and moral relationships with those they study, be they individuals, households, social groups or corporate entitles’

4. Is the BSA Statement on Ethical Practice the only thing we need to consider when we consider ethics/reflexivity in research? (Or in other words will only discussing the BSA statement be enough to do well on my reflexive essay?) No. (because we are considering the philosophical dimensions and political dimensions of ethics/reflexivity)

5. why not? • Because knowledge is not given, or fixed, but struggled over and contested (we explored this last week in relation to objectivity) • For example: Social Science in Service of the Militarized State? (Price 2011) In 2006 the Central Intelligence Agency posted job ads on the American Anthropological Association Website recruiting for anthropologists with expertise in Iraq and Afghanistan.

6. contested ethics Rose Wiles (2013) What are qualitative research ethics? (good guide to contemporary debates about research ethics) • Ethics and reflexivity are one of the most contentious area of contemporary social research • There has been an increasing ethical regulation of research • Some argue that qualitative research poses minimal risks to participants and ethical review can be detrimental to social science (Atkinson 2009, Dingwall 2008; Hammersely 2009). • Others argue that social science research is never risk free and that systems of ethical review are vital (Boulton et al, 2004) • ‘ethical literacy’

7. reflexivity • Reflexivity is an attempt to develop method for evaluation of the role of the researcher in relation to the social world • Reflexivity relates to other issues we’ve covered - standpoint; objectivity/subjectivity; researcher/researched • We have particular reasons for wanting to engage in research projects, which has an effect on the shape of the research itself.

8. why reflexivity? Without some degree of reflexivity any research is blind and without purpose (Flood, 1999: 35) • Reflexivity is both the term for identifying the location, perspective and presence of the research and examining the impact of those things on research and the social world. • It is assumed to give voice to things otherwise hidden, • It is intended to enable public scrutiny of integrity of research through methodological transparency via an account of key research decisions.

9. what is reflexivity? • Highlights the interdependence of subject/object relations • It is understood as a method for evaluating the research process, method, and outcomes ‘The investments, dilemmas, and implications of researchers’ ethical decisions and moral choices are usually secreted away, buried, concealed, and hidden from public scrutiny […]’ Halse, C. and Honey, A. (2005) 'Unravelling ethics: illuminating the moral dilemmas of research ethics', Signs: Journal of Women in Culture and Society 30 (4): 2141-2162.

10. What isn’t it? • It is distinguished from ‘reflection’ which is simply ‘thinking about’, and is concerned instead with the active construction of knowledge. • It can easily fall into ‘excessive self-analysis’ (Finlay 2002) at the cost of a focus on research participants, or social context and meaning. Linda Finlay (2002) Negotiating the swamp: the opportunity and challenge of reflexivity in research practice Qualitative Research 2002 2: 209

11. different forms of reflexivity • Drawing from different epistemological and ontological positions • Phenomenology • Social Constructionism • Participatory Research • Psychoanalytic approaches In all cases subjectivity becomes the focus in some form or other, as either separable from the object; as a way of increasing objectivity; or as a way of insisting on the distinction as arbitrary and produced retrospectively.

12. phenomenology Since we all bring different things to bear in understanding and being in the world, we have no ability to not be subjective (Heidegger). • In this approach the subject is understood to be present in the object, and so therefore subjectivity must be the starting point for, or more particularly before, research. • Phenomenologists begin with the data of their experience, in order better to separate it out from the phenomenon being studied. • In a phenomenological context reflexivity occurs predominantly before research, and then maintained, rather than during collection per se.

13. social constructionism • Here identity itself is understood as a reflexive project (Giddens). • For example, how does the social world construct the self? • How is the subject formed in discourse (Foucault; Butler)? • How is an account of the self constructed, and how closely and whose experiences does it match, or value? A reflexive project here is central to distinguishing between narratives, and politicizing the impact of dominant discourses shaping the self. Change is thus registered through changes in identity as well as the social world.

14. participatory/action research • In participatory or action research reflexivity is central to all parts of the research process and in particular the data collection. • Interaction is understood as key to the process of data collection and change (Finlay 2002) • Participants are understood as co-researchers; and the researcher is understood as a participant in the research. • Here it is the relationship between the researcher and the researched that is the site for reflexivity in terms of the researcher being aware of herself as part of dialogue.

15. psychoanalytic approaches • unconscious processes structure the relationship between researcher and researched, but also between world and subject. • Feelings here may not simply be about the present context, but embedded in the past, triggered by part of the research relation. • Researchers here make use of psychoanalytic tools to gain data and to interpret it - transference and counter-transference.

16. critical approaches to reflexivity(or reflexing ‘reflexivity’?) • 1. Why is the claim to know oneself any more reliable than knowing others? Self-evident nature of experience can privilege researcher, assumed to be more self-evident or transparent. • 2. Can replace engagement with the social word and instead write about ‘studies of studies about studies about studies ad infinitum.’ (Macmillan in Finlay, 2002 542). • 3. Can encourage retreat in moments where researcher discomfort takes over and makes research undoable (Alcoff). • 4. Argument by Lynch (2000):

17. ethics and reflexivity: the case of representation • comes up consistently regarding the researcher/researched relation • especially around issues of racial, ethnic or cultural inequalities. But also in relation to language barriers, child-adult relations, different historical periods (e.g. what it means to do history on lesbian and gay identity when it was a criminal offense). • Relates back to problems of location/situatedness discussed last week

18. why is representation a problem? • Universalism – (majority representing own interests as those of everyone) • Objectification – discussion between two parties about a third. What should we do about x? Means that more than one view may be expressed but not necessarily an open discussion. • Misrepresentation – based on ignorance, albeit unintentional, creating and feeding stereotypes This brings us to an important question: If speaking for others risks an abuse of power, does it necessarily follow that not doing so is about relinquishing it?

19. So is the answer to retreat? (hint: no) Can one retreat? (silence is still saying something, isn’t it?)

20. speaking for others The recognition that there is a problem with speaking for others stems from two things: 1. a speakers location is epistemologically important • certain privileged locations are discursively dangerous Both speaking about and speaking for others raises ethical issues in research. When we do this we participate in the construction of subject positions regarding who we are speaking for/about.

21. no easy solutions There are no complete solutions to the problems of speaking for others (or issues of representation), but reflexive practices might aid us in the research process. 4 ways (via Alcoff): 1. The impetus to speak must be carefully analyzed and fought against 2. The bearing of our location and context on what we are saying. A superficial explanation of location will not do 3. Speaking should always carry an accountability and responsibility for what is said. 4. We need to analyze the probable or actual effects of the words on the discursive and material context

22. summary • Considering ethics means going beyond good practice of methods to methodological considerations • Reflexivity – what is it? Why does it matter for ethical research (examined some different approaches and associated problems) • Representation –the issue of representing is the central way in which questions of ethics in research are raised. What it means to represent other people and issues, as well as what it means not to.

23. seminar • Ethics • Rose Wiles (2013) talks about the need for researchers to have ‘ethical literacy’. Why is this important? How would you demonstrate ‘ethical literacy’ in your reflexive essay? • Reflexivity • ‘Without some degree of reflexivity any research is blind and without purpose’ (Flood, 1999: 35) • Discuss this quote. Do you agree? Why or why not? • Representation • The issue of representing others is the central way in which questions of ethics in research are raised. What does it mean to represent other people and issues (and what does it mean not to)?

24. module evaluation Please complete the evaluation for this module: This available at http://www2.warwick.ac.uk/fac/soc/sociology/undergrad/current/moduleevaluation