核心概念
Researchers must navigate complex ethical challenges when conducting inclusive research with mixed-ability groups of children, requiring a shift towards situational and community-led ethics rooted in care.
要約
This paper presents a critical reflection on the ethical considerations that arise when conducting inclusive research with mixed-ability groups of children. The authors draw on two case studies to highlight the unique challenges faced in such settings.
In the first case study, the researchers explored the benefits and limitations of remote and co-located collaboration in computational thinking activities among children with mixed visual abilities. They encountered issues related to balancing interference while preserving learning opportunities, as well as managing unmet expectations from the child participants.
The second case study describes the authors' work on co-designing a robotic game within neurodiverse elementary school classrooms. Here, the researchers grappled with concerns around transparency versus exposure, the influential role of teachers, balancing opinions among diverse participants, and aligning activities with classroom expectations.
The authors argue that a more robust approach is needed to address these ethical complexities, emphasizing the value of a participatory approach to research and ethics, informed by care ethics. They propose that the intersection of participatory design, micro-ethics, and care ethics can provide a more holistic framework for creating inclusive and ethically sound educational environments.
The paper concludes by highlighting the challenges of shifting from prescriptive ethics to situational and processual ethics when working with children, and the importance of centering the personhood and self-determination of child participants.
統計
"When children share a collaborative environment and its tools, it can be challenging for researchers to properly manage the situation without interfering in the research or the children's relationship."
"There were moments of congested participation when children had to wait for their partners. The long waiting period promoted moments with no communication (particularly in remote settings) and, therefore, no awareness of the ongoing activity."
"On several occasions, we witnessed ND children, primarily one boy with ADHD, being scolded by both teacher and classmates for behaviors such as stimming, frequently getting up, and getting off-task."
引用
"Participatory design emphasizes the active involvement of all stakeholders, including children, in the design and decision-making processes. When applied to mixed-ability settings, this approach ensures that the diverse needs and perspectives of children with varying abilities are considered."
"Care ethics presupposes that all beings are interconnected and interdependent, highlighting the importance of providing and receiving care as the basis of those interactions. In the context of this work, care ethics highlights the importance of nurturing and sustaining caring relationships within research and educational settings."
"Community-led design is a movement focused on reframing the approach to co-design with a specific focus on empowering communities to catalyze their own needs through context-based solutions."