ARP 3: Ethical Research Plan (Final)

Following on from Mallika’s feedback I redrafted the Ethical Research Plan.

As well as the comments and thoughts laid out in the previous blog post, I also updated the form to encompass the following ethical concerns that arose through my reading of Ellis and Bochner (2006), Lenette (2023), and McNiff (2002). I came to realise that, unsurpisingly given my practice, my research approach was very much participatory. Lenette describes this approach as a:

viable, yet messy, methodology for social justice research

Caroline Lenette (2023)

As well as the issues of positionality outlined in the previous blog, I also identified the following ethical concerns:

1 Participant wellbeing

Concern:
Discussions involving race, gender, exclusion, or personal experiences could trigger emotional discomfort or distress. Students might feel unsafe or unsupported when sharing personal reflections or creative work. As Sara Ahmed states

what is the hardest for some, does not even exist for others.

– Sara Ahmed (2012)

So sensitivity and understanding to the fact that the subject of identity matter may bring up triggers for different students must be considered.

Mitigation:
I will adopt trauma-aware, consent-based facilitation methods and carefully prepare how sensitive material will be introduced and held in the space, ensuring emotional responsibility throughout. I will design the workshops to include safe, reflective spaces and offer multiple modes of expression (visual, written, verbal) so students can engage in ways that feel personally comfortable. I refreshed my trauma-aware facilitation training that I completed with Cardboard Citizens during the IP unit. I also explored Non-Violent Communication resources, including interviews with Marshall Rosenberg to inform my language and communication throughout the research process.

2 Informed Participation

Concern:
Students might not fully understand the aims, expectations, or potential risks of the project, leading to uninformed or reluctant participation.

Mitigation:
I will provide clear, accessible informed consent documentation outlining the project’s purpose, risks, and outcomes. Students will be reminded that participation is voluntary and that they can withdraw at any time without impact on their studies.

3. Ownership and Representation

Concern:
Students’ voices or creative contributions could be misrepresented, appropriated, or used in ways they did not endorse, especially regarding the co-created manifesto.

Mitigation:
Participants will retain creative ownership of the manifesto and can choose how and whether it would be shared beyond the group. Their agency will be prioritised in every stage of decision-making.

Now that my Ethical Action Plan has been signed off, I can begin to fully design and plan my research process and workshops.

Bibliography

Ahmed, S. (2012) On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press.

Ellis, C.S. and Bochner, A.P. (2006) ‘Analyzing Analytic Autoethnography: An Autopsy’, Journal of Contemporary Ethnography, 35(4), pp. 429–449. 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, 14(1), pp. 5–19.

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 (Accessed: [date]).

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.

Rosenberg, M. (2015) How to Express Needs | Nonviolent Communication explained [Video]. YouTube. Available at: https://www.youtube.com/watch?v=3l8l4prc-_Q (Accessed: 12th October 2025).