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      'Guilty knowledge': ethical aporia emergent in the research practice of educational development practitioners

      research-article
      London Review of Education
      IOE Press
      HIGHER EDUCATION DEVELOPMENT, RESEARCH ETHICS, GUILTY KNOWLEDGE, APORIA
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            Abstract

            Research into the practice of academics serves to inform higher education development (HED) theory and interventions, and is important for the development of the professional knowledge of the HED practitioner. Through such research HED practitioners gain access to what in another context is referred to as 'guilty knowledge'. The complex ethical and methodological challenges faced by HED researchers 'researching in their own backyard' may often be underestimated or overlooked in research proposals and practice. I propose that Heidegger's conceptualisation of aporia may extend our awareness beyond ethical customs and procedures to the underlying ontological nature of research ethics.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 November 2009
            : 7
            : 3
            : 211-221
            Article
            1474-8460(20091101)7:3L.211;1- s2.phd /ioep/clre/2009/00000007/00000003/art00002
            10.1080/14748460903290074
            be78cab8-81b2-4c3b-972d-209da5ee2620
            Copyright @ 2009
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            GUILTY KNOWLEDGE,RESEARCH ETHICS,HIGHER EDUCATION DEVELOPMENT,APORIA

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