Ethical Considerations in Ethnographies of Science Education: Toward Humanizing Science Education Research

摘要: An increasing number of science education researchers employ ethnography as their methodological approach. Moving away from post-positivistic perspectives, ethnographers in perceive learning a sociocultural process that is situated macroscopic contexts and tend to have high commitment transforming the practices lives underserved learners (Brandt CB, Carlone H, Ethnogr Educ 7:143–150, 2012). In ethnographic framework, interact with participants local communities for an extended period time, immerse themselves research setting, collect in-depth data based on relationships built them. While valuable, these methods also pose ethical questions. this chapter, I present quandaries run into while conducting two studies along three foci: benefiting study communities, building participants, constructing stories tell study. Then, discuss my response those quandaries, ideas humanizing (Paris D, Winn MT, Humanizing research: decolonizing qualitative inquiry youth communities. SAGE, Thousand Oaks, 2014). This chapter will call enhanced reflexivity, relevance, reciprocity throughout especially when working marginalized individuals basis race, class, language among others.