The ethical significance of (mathematically) engaging with students and teachers while collecting qualitative data

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Show simple item record Maheux, Jean-Francois en Roth, WM en 2017-07-24T00:21:21Z en 2012 en
dc.identifier.citation Forum : Qualitative Social Research 13(3) Article number 11 2012 en
dc.identifier.issn 1438-5627 en
dc.identifier.uri en
dc.description.abstract Qualitative research in education is organized and conducted around knowing something specific about teaching and learning: it is conducted in the search of knowledge. This attitude, LÉVINAS explains, poses an ethical challenge because it reduces the otherness of the other to sameness and negates our fundamental relation of responsibility for the other: "knowledge is still and always solitude." Although scholars articulate the significance of such ethics for teaching and learning, it is yet to be conceptualized in the perspective of conducting classroom research. In this paper, we provide an exemplifying analysis of a classroom research episode (form our content area of mathematics) to renew the concept of observing through which going into the classroom and collecting data is realized in/as ethical responsibility for the students and the teachers. en
dc.publisher FQS en
dc.relation.ispartofseries Forum : Qualitative Social Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.rights.uri en
dc.title The ethical significance of (mathematically) engaging with students and teachers while collecting qualitative data en
dc.type Journal Article en
pubs.issue 3 en
pubs.volume 13 en
dc.description.version VoR - Version of Record en en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 624081 en
pubs.number 11 en
pubs.record-created-at-source-date 2017-05-02 en

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