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Ethical learning from an educational ethnography: the application of an ethical framework in doctoral supervision

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

Original languageEnglish
Title of host publicationImplementing Ethics in Educational Ethnography
Subtitle of host publicationRegulation and Practice, 1st Edition
Publisher or commissioning bodyRoutledge
Number of pages126
ISBN (Print)9781138580251, 9781138580237
DateAccepted/In press - 23 Apr 2019
DatePublished (current) - 30 Apr 2019


Doctoral research entails ethical as well as methodological learning in relation to project planning, fieldwork and reporting. Ethical considerations can be especially complex with respect to ethnographic research in an international context. This empirical study explores the application and development of an ethical framework which was used to guide reflection and dialogue between a PhD researcher (Rafael) and supervisor (Alison) through a series of ‘Ethical Discussions’ outside formal supervision meetings. The chapter offers an account of the extended dialogue focusing on ethical reflexivity which occurred in these sessions, and the spaces around them.

Through thematic analysis of transcripts from these discussions and related documentary artefacts, we explore the explicit, meaningful and mutual ethical learning which occurred in relation to the ethnographic study of schools in Ethiopia, and the effective use of the ‘CERD’ framework to scaffold and support researcher development. Implications are drawn for doctoral research, ethical review boards, and researcher development more generally.

    Research areas

  • Ethiopia, ethnographic research, international and comparative education research, researcher development, research ethics, sub-Saharan Africa



  • Ethical learning from an educational ethnography the application of an ethical framework in doctoral supervision (Fox & Mitchell 2019)

    Accepted author manuscript, 168 KB, Word document

    Embargo ends: 22/10/20

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