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

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Maheux, Jean-François
Roth, Michael
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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 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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Forum Qualitative Sozialforschung / Forum Qualitative Social Research

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13

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3

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© 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.

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Cultural Studies not elsewhere classified

Sociology

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