From having a chat with an influential figure at PDSW (Pavillion Dance South West) I transformed my thoughts to how effectively their programme is reaching out to a broad number of people of all ages and abilities. This allows me to ponder on developing an inquiry based upon the people which this particular community dance set up aims to encourage and inspire. As I have recently been in a lot of first hand contact with individuals who work at the programme, I have reflected on the questions which I opened to the youth dance co-ordinator and highlighted some important points which I feel can help me further in development of my inquiry;
'I believe we encourage students to engage with us through watching, doing or talking about dance, and in this way allow they to explore the option of a career in dance. The PDSW team are a combination of dance producers, dance programmers, dance technicians and dance teachers, so not only are we able to offer experience in a professional performance career, but also offer opportunity to those current working under the wider dance umbrella.'
This statement taken from Question 1 shows us what they are actively doing to encourage engagement to students - not that I am completely confident, but i believe this is aimed at the youth programmes dealing with younger children.
Below are the examples of what the programme offers the general dance community, members of the public and professionals;
'- programme of over 40 classes weekly
- opportunity to take company class
- youth dance company/dance intensives
- performance platforms
- audition experience
- Arts Award (Gold)
- a wealth of professional advice/guidance from those currently working in the industry '
As an overview, I would like to reach out my inquiry to be based upon how dance organisations have help dance awareness grow within the community. I feel that I have can allow the PDSW to be an open opportunity for developing research through questionnaires and observations to express how all ages can be involved. Now focusing more on my ethical findings, I can begin to relate research to my area of focus.
Requirements for carrying out practitioner inquiry
As I have not set in stone my inquiry but have begun to feel settled in my idea, I have answered some of the questions which were in Reader 5 relating to requirements.
- Who? - I hope to include all ages and abilities within my inquiry so it can be shown to have a cross selection of individuals that engage within community dance. For example, young student who is involved with the youth dance company, a professional adult who uses the facility and finally an elder practitioner who can be classes as a member of the general public who enjoys joining a weekly ballet class.
- How? - How I choose the individuals will be determined by the 'gatekeeper'. This is well linked into the ethical considerations which I will have to take on board and I hope to use the directors authorisation in a way that can help me select who they agree is appropriate for my inquiry.
- Why? - I believe that by using a selection of individuals will enable me to express the versatile work that the organisation applies and help me prove how engagement of all ages is shown through dance opportunities
Ethical Issues;
The definition that I found on Wikapedia when I typed in Ethic definition;
'Ethics or moral philosophy is the branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct.[1] The term ethics derives from the Ancient Greek word ἠθικός ethikos, which is derived from the word ἦθος ethos (habit, “custom”). The branch of philosophy axiology comprises the sub-branches of Ethics and aesthetics, each concerned with concepts of value'
The word 'Value' stands out to me in the quoted paragraph because I have recently found researchers findings into ethical differences and issues which have a different perspective on ethics, but each of them has a value to their belief which is why they stand by it. Ethics within any organisation all work under the same principle that actions should be always carried out in the good way or the right way. So I beg the question that does practising good ethics make you a good person? This I have discovered depends on what your ethics are and how they differ to others. Some examples of this would be how Hobbes (1651) described ethics as 'a practical solution to social harmony' (Reader 5, pg 8) I understood his view as he basically puts it how you automatically think of ethics - a set of rules, so simply adhere to them. What would life be like without any rules? An unstructured mess(in my opinion)! Social understanding and respect comes from rule making and breaking, each school has a set structure of rules if you break them you get into trouble, if you adhere to them you may be rewarding in some way. This I suppose is also relevant to everyday life, if you are caught driving too fast you may receive a speeding fine, if you don't pay this fine you are charged more and more and eventually are taken to court. I suppose the point I am making is that Hobbs theory (1651) can be the basic issue which we challenge that can relate to everyone.
Immanuel Kant (1779) states that he believes ' moral rules are absolute and he bases this on reason rather than religion' (Reader 5) this outlines the thoughts on how people who do not care, or lie to get out of something is wrong doing and we should all help one another no matter what the 'rules' are. Lying admittedly is a wrong act and JS Mill (1861) shows a conflict of reasoning from this of Kant. The theory which Mill developed shows how 'moral obligation' should be taken into consideration and this of course I discover is all dependant on the situation. Those who decide to make greater good in Mill's eyes produces a better outcome - no matter what lies were told in the process. How these theories can conflict leads me into the theoretical approaches to ethics. JS Mill (1861) and Jeremy Bentham support the approach of Consequentialism - 'whereby an act is morally right if and only if the act maximises good' (Reader 5). They are focusing purely on general happiness and are numbers based people. I understand how this approach must be relevant in large organisations that run successfully when large amounts of people are involved. On reflection I wondered if this approach is appropriate in relation to my inquiry as I will want all participants who are involved to feel happy and content within the set up of my study.
The second approach which stands out to me as a way which I would work is Deontology. Immanual Kant (1779) who I have previously commented on, supports the theory that 'only absolute good is a good will and the motive behind the action will determine whether or not it is morally right' (Reader 5). As I relate this to my inquiry I support the fact that this is a rule based approach which I feel I have to adhere to for my inquiry. I must have set rules in place that will cover the cross selection of individuals that I hope to include within my research. This will be an ethical action that I will take part in as it is based on the duty which I am fulfilling. The last approach which is detailed is Virtue ethicisit. This approach emphasises the individuals 'being rather than doing' (Reader 5), so rather than taking the individual consequence in a situation on board, this approach is determining the behaviour of a character as this can be as important as the action which has been taken. For example, the view that each one of us has a different view point on certain situations comes to mind for example, I may deal with a situation different to my husband because we are two completely different characters. However how we determine what is the right approach to take can cause a moment of discussion. In a teaching situation, I can understand how sticking to certain etho's can become difficult to handle, because if a student feels uncomfortable to do something because of a belief or religion is this regarded as wrong doing? Looking at it from a history perspective and taking an extract from reader 5 it states that ' While the greeks ultimate aim was a civil society underpinned by good, so the christian notion of good came to be the part of the bedrock of ethics. In the christian doctrine its considered wrong to kill a man as it is in civil society which is expressed in the law. Religion and law are both closely associated with morals and ethics.' (Reader 5) Following on from this I delved into a wider variety of research related to ethical rules within teaching, as I am looking at engagement and the student teacher relationship I felt this knowledge would help in my inquiry. I found that some considerations outlined by
the international literature review(2012) entitled 'Ethical issues in under taking research with children or young people.'
Because I hope to have a range of ages, young children may be the most venerable and so it is important that I fully understand the ethos behind taking part in any research that includes childrens participation. The set up principle that Ethics are a simple right and wrong rule based analogy (Gallagher, 2009) is not known to be quite so black and white. King & Churchill,(2001) describe the 3 principles which should be reviewed and maintained while carrying out my inquiry;
Autonomy- 'Respect which give potential research participants the freedom to choose an act without being contained by others including informed choice about participation in research' (King & Churchill, 2001). In relation to my inquiry this allows the students to act in a way they see is them being true to themselves and not at all staged in a way that would affect my research.
Beneficien & No-Maleficence - This is the researchers chance you have obligation to assess potential harms from the research that is being taken out - in terms of my inquiry this may include health and safety checks, a risk assessment in the soundings that a practical session may be taking place etc.
Justice -This is a principle which outlines that all research participants are treated fairly and no one is treated unfairly. This must apply within my inquiry as I have a range of ages whichI will be working with so want them all to feel equally treated.
From the research of the international literature review,(2012), I have quoted some of the points made below as an area of help to other who may be in my SIG or have an interest in my inquiry and the ethics which I will have to use. I found it helpful for me to use as a guideline of areas to focus on for when I draw up my ethical form.
1. Welfare – the purpose of research should contribute to children’s well being, either directly or indirectly;
2. Protection – methods should be designed to avoid distress and contingency arrangements available in case of upset or situations of risk or harm;
3. Provision – children should feel good about having contributed to research as a service informing society, individuals, policy and practice;
4. Choice and participation – children should make informed choices about all aspects of participation, including consent, opting out, determining boundaries of confidentiality and contributing ideas to the research agendas and processes.
(Hill, 2005, p. 81) International literature review (2012)
The second approach which stands out to me as a way which I would work is Deontology. Immanual Kant (1779) who I have previously commented on, supports the theory that 'only absolute good is a good will and the motive behind the action will determine whether or not it is morally right' (Reader 5). As I relate this to my inquiry I support the fact that this is a rule based approach which I feel I have to adhere to for my inquiry. I must have set rules in place that will cover the cross selection of individuals that I hope to include within my research. This will be an ethical action that I will take part in as it is based on the duty which I am fulfilling. The last approach which is detailed is Virtue ethicisit. This approach emphasises the individuals 'being rather than doing' (Reader 5), so rather than taking the individual consequence in a situation on board, this approach is determining the behaviour of a character as this can be as important as the action which has been taken. For example, the view that each one of us has a different view point on certain situations comes to mind for example, I may deal with a situation different to my husband because we are two completely different characters. However how we determine what is the right approach to take can cause a moment of discussion. In a teaching situation, I can understand how sticking to certain etho's can become difficult to handle, because if a student feels uncomfortable to do something because of a belief or religion is this regarded as wrong doing? Looking at it from a history perspective and taking an extract from reader 5 it states that ' While the greeks ultimate aim was a civil society underpinned by good, so the christian notion of good came to be the part of the bedrock of ethics. In the christian doctrine its considered wrong to kill a man as it is in civil society which is expressed in the law. Religion and law are both closely associated with morals and ethics.' (Reader 5) Following on from this I delved into a wider variety of research related to ethical rules within teaching, as I am looking at engagement and the student teacher relationship I felt this knowledge would help in my inquiry. I found that some considerations outlined by
the international literature review(2012) entitled 'Ethical issues in under taking research with children or young people.'
Because I hope to have a range of ages, young children may be the most venerable and so it is important that I fully understand the ethos behind taking part in any research that includes childrens participation. The set up principle that Ethics are a simple right and wrong rule based analogy (Gallagher, 2009) is not known to be quite so black and white. King & Churchill,(2001) describe the 3 principles which should be reviewed and maintained while carrying out my inquiry;
Autonomy- 'Respect which give potential research participants the freedom to choose an act without being contained by others including informed choice about participation in research' (King & Churchill, 2001). In relation to my inquiry this allows the students to act in a way they see is them being true to themselves and not at all staged in a way that would affect my research.
Beneficien & No-Maleficence - This is the researchers chance you have obligation to assess potential harms from the research that is being taken out - in terms of my inquiry this may include health and safety checks, a risk assessment in the soundings that a practical session may be taking place etc.
Justice -This is a principle which outlines that all research participants are treated fairly and no one is treated unfairly. This must apply within my inquiry as I have a range of ages whichI will be working with so want them all to feel equally treated.
From the research of the international literature review,(2012), I have quoted some of the points made below as an area of help to other who may be in my SIG or have an interest in my inquiry and the ethics which I will have to use. I found it helpful for me to use as a guideline of areas to focus on for when I draw up my ethical form.
1. Welfare – the purpose of research should contribute to children’s well being, either directly or indirectly;
2. Protection – methods should be designed to avoid distress and contingency arrangements available in case of upset or situations of risk or harm;
3. Provision – children should feel good about having contributed to research as a service informing society, individuals, policy and practice;
4. Choice and participation – children should make informed choices about all aspects of participation, including consent, opting out, determining boundaries of confidentiality and contributing ideas to the research agendas and processes.
(Hill, 2005, p. 81) International literature review (2012)
An example of a professional ethic which will apply to my inquiry include behavioural standards. As this current moment I am still unaware what I approach I would take if one of the students who I may be observing may behave in a disrespectful manor, or in fact want to leave and not continue my project. This I have learnt sticks out that the consent from them the individual, parent/guardian and gatekeeper are crucial for a successful outcome. I understand that behavioural ethics which are expected of a student in a normal classroom environment will be set from the teachers or leader of that particular class, however some students may choose to act differently towards me as they may not know me as well or may in fact feel uncomfortable in the situation. The qualities which I must provide to the individuals who will be involved in my inquiry must include trust. From looking at Nolan & Putten, (2007), they evaluate it as the insider researcher position is a position built of trust. If something were to happen during my inquiry that may affect the individual it is important that they feel trust to support my personal ethos.
All in all I feel I have a jumped a huge hurdle when learning about ethics within my inquiry. I will look into other fellow students SIGs and Blogs to gage there thoughts and compare them to mine as I love how we all seem to find different research points which I am sure will help us all along the way.
My next step towards the ethics form will be to have a chat with the head of dance communications at PDSW and discuss if there is anything in particular which the company stand by that I must be aware of before starting the basics for my inquiry.
All in all I feel I have a jumped a huge hurdle when learning about ethics within my inquiry. I will look into other fellow students SIGs and Blogs to gage there thoughts and compare them to mine as I love how we all seem to find different research points which I am sure will help us all along the way.
My next step towards the ethics form will be to have a chat with the head of dance communications at PDSW and discuss if there is anything in particular which the company stand by that I must be aware of before starting the basics for my inquiry.
Bibliography
International literature review 2012 - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Task of reviewing questions to community dance organiser -
http://stephanieswann02.blogspot.co.uk/2015/10/community-dance-questions-set-to-co.html
Requirements for carrying out professional inquiry - BAPPs Reader 5
Definition of Ethics - https://en.wikipedia.org/wiki/Ethics
Hobbes, 1651- Reader 5
Kant, 1779 - Reader 5
JS Mills and Jeremy Betham - Reader 5
Gallagher, 2009 - - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Churchill and King, 2001 - - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Hill, 2005, pg81
Nolan & Putten, 2007
I am sorry if this blog has uploaded with funny font, it won't allow me to change it when I edit! Hope you can all read it ok!
ReplyDeleteThanks
Steph
Hi Steph,
ReplyDeleteInvolving children in an inquiry certainly involves careful ethical consideration. I have been having similar questions and debated in my own inquiry.
I have researched some articles on involving children in educational research, and I have learnt that 'informed consent' is hard to achieve with children, especially of a young age. I have also learnt that it is important to look for signs of students not wanting to participate because they may not have the confidence or maturity to want to withdraw.
Have you thought of ways to make it easy for students to withdraw from your inquiry? Looking at educational research projects really helped me with this.
Hope this is helpful!
Jess.