Informed consent: An instrumental or deceptive principle in qualitative educational research

Sabar

doi:10.1016/S1474-7863(08)12004-X

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Advances in Program Evaluation

ISSN: 1474-7863
Series editor(s): Professor Saville Kushner

Subject Area: Education

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Informed consent: An instrumental or deceptive principle in qualitative educational research

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Title:	Informed consent: An instrumental or deceptive principle in qualitative educational research
Author(s):	Sabar
Volume:	12 Editor(s): Brinda Jegatheesan ISBN: 978-1-84663-890-9 eISBN: 978-1-84663-891-6
Citation:	Sabar (2008), Informed consent: An instrumental or deceptive principle in qualitative educational research, in Brinda Jegatheesan (ed.) Access, a Zone of Comprehension, and Intrusion (Advances in Program Evaluation, Volume 12), Emerald Group Publishing Limited, pp.63-82
DOI:	10.1016/S1474-7863(08)12004-X (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	The chapter discusses the uniqueness of qualitative research that does not allow meeting the terms of consent as they are applied in traditional, positivist research with pre-defined goals that aim to validate hypotheses. It is proposed adopting an ethics that promotes trust-based, reflective and dynamic relations between researchers and participants, centering on caring, humanity and concern. The suggested alternative approach views consent as an ongoing process that takes place throughout the entire course of the study; responsibility for protection of participants is expected of participants too, and is not the duty of researchers alone; mutuality must take place in the form of an ongoing, continuous dialogue; it is in order to consider fair recompense for participants too, thus reducing the one-sidedness of the research interest, and the chances that participants will decide to withdraw before completion of the study.