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Queering the consent process: (un)masking participant identity in risky LGBTQ + teacher ally work
International Journal of Qualitative Studies in Education Pub Date : 2021-07-19 , DOI: 10.1080/09518398.2021.1942300
Stephanie Anne Shelton 1 , Tamara Brooks 2
Affiliation  

Abstract

Researcher-based efforts to protect participant identity are common in qualitative research. Most Institutional Review Boards expect statements regarding researchers’ plans to protect participants’ privacy, often including assigning participant pseudonyms. These confidentiality practices are ubiquitous in qualitative scholarship, yet relatively unexamined. Drawing on Barad’s discussions of queer intra-action, this paper explores the implications of a U.S. Southeast-based K-12 educator’s efforts to participate in a research project as an LGBTQ + teacher ally, when such discussions put her and those she discussed at substantial personal and professional risk. Based primarily on two interviews, during which the participant explicitly examined, and sometimes rejected, the researcher’s efforts at achieving participant confidentiality, this paper centers the participant, her perspectives, and her needs as we explore the importance of an overt and iterative participant confidentiality process in qualitative research.



中文翻译:

奇怪的同意过程:(取消)在有风险的 LGBTQ + 教师盟友工作中掩盖参与者身份

摘要

以研究人员为基础保护参与者身份的努力在定性研究中很常见。大多数机构审查委员会都希望就研究人员保护参与者隐私的计划发表声明,通常包括指定参与者的化名。这些保密做法在定性研究中无处不在,但相对未经审查。借鉴 Barad 对酷儿内在行为的讨论,本文探讨了美国东南部 K-12 教育工作者作为 LGBTQ + 教师盟友参与研究项目的努力的含义,当此类讨论使她和她讨论的那些人处于实质性个人和职业风险。主要基于两次访谈,在此期间参与者明确检查,有时拒绝研究人员为实现参与者保密所做的努力,

更新日期:2021-07-19
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