Abstract
Despite the focus on exploring self in self-study research, all forms of practitioner-researcher are socially located. Consequently, self-study is as much an exploration of the self, as much as it is of the not-self—the various other individuals that interact with a practitioner-researcher at any given time during a study (Hamilton & Pinnegar, 1998). Conducting research about the self and interacting with others inevitably leads to ethical questions about issues such as confidentiality, informed consent, and the nature of assent. Within collaborative self-studies, additional interpersonal ethical tensions arise concerning issues such as fairness and equity.
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Cuenca, A., Park Rogers, M. (2019). Confronting the Ethics of Power in Collaborative Self-Study Research. In: Brandenburg, R., McDonough, S. (eds) Ethics, Self-Study Research Methodology and Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 20. Springer, Singapore. https://doi.org/10.1007/978-981-32-9135-5_4
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