School-based participatory research (SBPR) studies—that is, school-situated and action-oriented collaborative inquiries in which those researched are involved in research processes as participants, decision-makers, or co-researchers—aim at producing and translating knowledge with the potential to offer transformative, relevant, and viable solutions to specific school-based matters. While several studies have provided recommendations for ethical conducts of engaging in SBPR, there has been a lack of examinations on the lived experiences of education researchers, who face uncertain and complex interactions within SBPR contexts. Using autobiographical narrative inquiry, this study thus (1) explores the lived experiences of education researchers engaging in SBPR with underserved students and their school communities and (2) identifies challenges they face and opportunities they become aware of in building and maintaining reciprocal and positive relationships in their research processes. Three SBPR researchers in the field of physical and health education present their lived experiences through fictionalized stories and subsequent reflections on those stories. This study thus critically unpacks some of the challenging ethical questions and internal dilemmas faced by SBPR researchers. Narrative findings revealed that SBPR researchers must understand themselves while relationally understanding others’ opinions about their research projects. Therefore, concepts of reflexivity, relationship, and sustainability were further discussed via researchers’ self-reflective narratives. This study may offer other education researchers a set of conceptual or methodological tools for reflecting critically on their own experiences of engaging in SBPR, thereby contributing to the enhancement of ethical conducts in SBPR studies.

校本参与式研究 (SBPR) 研究——即以学校为背景、以行动为导向的协作调查，其中被研究者作为参与者、决策者或共同研究人员参与研究过程——旨在生产和转化知识为特定的学校事务提供变革性的、相关的和可行的解决方案的潜力。虽然几项研究为参与 SBPR 的道德行为提供了建议，但缺乏对教育研究人员的生活经历的检验，他们在 SBPR 背景下面临不确定和复杂的互动。使用自传式叙事探究因此，本研究 (1) 探讨了教育研究人员与服务不足的学生及其学校社区一起参与 SBPR 的生活经验，以及 (2) 确定他们在研究过程中建立和维持互惠和积极关系时面临的挑战和他们意识到的机会. 三位体育和健康教育领域的 SBPR 研究人员通过虚构的故事和对这些故事的后续反思来展示他们的生活经历。因此，这项研究批判性地解开了 SBPR 研究人员面临的一些具有挑战性的伦理问题和内部困境。叙事研究结果表明，SBPR 研究人员必须了解自己，同时相关地了解他人对其研究项目的看法。因此，反身性、关系、和可持续性进一步通过研究人员的自反射叙述了讨论。这项研究可以为其他教育研究人员提供一套概念或方法工具，用于批判性地反思他们自己参与 SBPR 的经验，从而有助于增强 SBPR 研究中的道德行为。