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  • The Ethical Significance of (Mathematically) Engaging with Students and Teachers while Collecting Qualitative Data

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    81632_1.pdf (243.1Kb)
    Author(s)
    Maheux, Jean-François
    Roth, Michael
    Griffith University Author(s)
    Roth, Michael
    Year published
    2012
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    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, LɖINAS 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 ...
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    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, LɖINAS 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.
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    Journal Title
    Forum Qualitative Sozialforschung / Forum Qualitative Social Research
    Volume
    13
    Issue
    3
    DOI
    https://doi.org/10.17169/fqs-13.3.1875
    Copyright Statement
    © 2012 Forum Qualitative Sozialforschung. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Cultural Studies not elsewhere classified
    Sociology
    Publication URI
    http://hdl.handle.net/10072/49420
    Collection
    • Journal articles

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