At the start of the ARP unit, I felt overwhelmed by the scale of what I wanted to achieve with the intervention in relation to the time limitations of the term to create meaningful change. I felt concerned about creating a project that felt like ‘hypothetical social action’ as Helguera warned against. However, through discussion with my tutors Mallika and Kwame and peers in my tutor group, I felt inspired to see this ARP project as the the solid foundation of what I hope will be a longer iterative research process, rather than a ‘complete’ process in itself. With that in mind, I decided that I would conduct an interview with my course leader, run a manifesto workshop with students (followed by an anonymised questionnaire) and then a second evaluative workshop at the end of the students collaboration with London Contemporary Dance School.
Further reading into different research methods, (more on the next blog post) informed my resolve to use this ARP unit as a starting point for creating meaningful change within the course. I was particularly inspired by Carolyn Ellis and Arthur Bochner’s text on analytic auto-ethnography, and how researching with the student’s could aid communication and understanding of one another’s experiences. At the start of the text, is a quote from Tim O’Brien which really resonated with my intentions for the project:
I want you to feel what I felt. I want you to know why story truth is truer sometimes than happening-truth. . . . What stories can do, I guess, is make things present. . . . [T]his is true: stories can save us.
Tim O’Brien, The Things They Carried (1990)
This also connected with my own filmmaking practice, which is often in community based settings, working with people whose voices are often under or mis-represented in media.
Finding parallels between my approach as a researcher and my own practice as a filmmaker who seeks to work ethically were also helpful when informing my thinking around ethics. I found interesting connections between my reading into ethical research and the literature on ethical documentary filmmaking, particularly around the concept of subjectivity and the importance of sharing your voice/positionality/perspective with others.
”non-indifference to the other” is the founding moment of selfhood
Michael Renov, The Subject of Documentary (2004)
This all aligns with the aims of the research, which is to find ways for students to understand one another and practice mutual respect through self reflection and care.
I drafted an ethical action plan with this in mind and sent it to Mallika for feedback:
Ethical Action Plan (Draft)
Mallika offered constructive and helpful feedback, particularly around articulating my own positionality in the process. She wrote:
The only thing I would suggest to consider is ‘your’ position in the process. As its a collaborative approach, you may choose to participate too. If you do decide to participate to co-construct the ethical norm, then some thought on your participation would be good to consider at this stage.
This feedback inspired me to reflect more deeply on my role within the research process, and how it intersected with the workshop delivery and my role as their teacher. I was again reminded of the challenges posed by the participant and investigator effects, and how making a research project that seeks to create an equitable and caring space means that I also have to consider my own positionality with care and consideration too. This was further supported through reading of McNiff (2002) and Lenette (2023), who position researcher reflexivity not as optional exercise, but as a core ethical obligation within participatory and socially engaged research.
Three key themes about positionality emerged for me, and I tried to consider how to address them when re drafting my Ethical Action Plan.
1 Power Dynamics
Concern:
My dual role as lecturer, facilitator, and researcher could influence student participation, create pressure, or shape the direction of discussions.
Mitigation:
I will use ongoing reflexive practice through a research journal to examine my influence, and seek regular dialogue with my line manager/course leader to ensure accountability and minimise hierarchical pressure. I will also articulate this at the start of the research process and the start of each workshop with the students, to voice the concern and bring transparency to the process.
2 Researcher Identity
Concern:
My own identity, assumptions, and institutional role could shape the research environment and interpretation of data.
Mitigation:
Through reflective journaling and critical conversations with my tutor, peers and line manager, I will continually examine my positionality, responsibilities, and ethical stance, aiming for transparency and self-awareness in the process.
3 Confidentiality and Anonymity
Concern:
Student feedback, reflections, or creative outputs might be identifiable, making them feel unable to fully express their response to the intervention and research questions. They may worry that if they can be identified this may affect their experience of me as a lecturer or their experience within the institution.
Mitigation:
I will ensure that any material referenced beyond the workshop will be anonymised. All forms do not require them to share their names or any otehr identifiable information. Many discussions within the workshop would be group based, rather than relying on individuals to respond. I will discuss all of this with students before the research sterts, aligning with BERA (2024) and UAL ethical guidelines.
In the next blog post I share the updated Ethical Action Plan, as well as further issues I identified.
Bibliography
Ellis, C.S. and Bochner, A.P. (2006) ‘Analyzing Analytic Autoethnography: An Autopsy’, Journal of Contemporary Ethnography, London: SAGE Publications.
Converse, J.M. and Presser, S. (2011) ‘The Tools at Hand’, in Survey Questions: Handcrafting the Standardized Questionnaire. Thousand Oaks, CA: SAGE Publications.
Jokela, T. and Huhmarniemi, M. (2015) ‘Art-based action research in the development work of arts and art education’, Art, Design & Communication in Higher Education.
McNiff, J. (2002) Action Research for Professional Development: Concise Advice for New Action Researchers. 3rd edn. London: RoutledgeFalmer.
Willis, J. and Edwards, C. (2014) Action Research: Models, Methods, and Examples. Charlotte, NC: Information Age Publishing.
McAteer, M. (2013) Action Research in Education. London: SAGE Publications. Available at: https://methods-sagepub-com.arts.idm.oclc.org/book/action-research-in-education
McIntyre, A. (2007) Participatory Action Research. Thousand Oaks, CA: SAGE Publications. Available at: https://dx.doi.org/10.4135/9781483385679.
Lenette, C. (2023) Participatory Action Research: Ethics and Decolonization. Oxford: Oxford University Press.
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