Abstract:
From 1994 until 1998 I was involved in a qualitative research project in 'Takiwa School', a rural area school in New Zealand. The school is a school in which I held a senior teaching position during the late 1980s. My research focus was on the process and politics of the development of a parent instigated alternative learning unit; a unit which became a 'school within a school'. Parents believed they had the right to initiate change in the school because of the Tomorrow's Schools (1988) legislation. My empirical work within the school included observations, formal and informal interviews, facilitation of internal evaluation processes, provision of in-service education, and the analysis of archival material.
This paper reflects on my position in the research process and the ensuing analysis - I suggest that my position was neither objective nor neutral. Very little has been written about the ethics involved in conducting research in New Zealand schools. Some of my experiences mirrored those experienced by Burgess R G (1985) in 'The Whole Truth? Some Ethical Problems of Research in a Comprehensive School'; other experiences were unique, and many created personal ethical dilemmas. As pre-service, in-service and post-graduate education courses expand in New Zealand, more and more teachers will become involved in the research process. My hope is that this paper will contribute to ongoing reflection on the part of education researchers regarding their own positions in the research process.
This paper reflects on my position in the research process and the ensuing analysis - I suggest that my position was neither objective nor neutral. Very little has been written about the ethics involved in conducting research in New Zealand schools. Some of my experiences mirrored those experienced by Burgess R G (1985) in 'The Whole Truth? Some Ethical Problems of Research in a Comprehensive School'; other experiences were unique, and many created personal ethical dilemmas. As pre-service, in-service and post-graduate education courses expand in New Zealand, more and more teachers will become involved in the research process. My hope is that this paper will contribute to ongoing reflection on the part of education researchers regarding their own positions in the research process.