TY - ABST

T1 - Ethics as Critique: Foucault’s Contribution to Research Ethics

AU - Christensen, Gerd

PY - 2016/10/25

Y1 - 2016/10/25

N2 - The aim of my talk is to discuss how we can consider Michel Foucault’s concept of ethos and his endeavor for endless critique as an important contribution to research ethics in educational research. First, I intend to outline Foucault’s concept of ethos and its link to his concept of critique. Second, I intend to demonstrate how it can fruitfully be applied to the established research ethics within qualitative research. This will occur through examples culled from a qualitative research project on the application of project studies (PBL) as a method at two Danish universities. The findings showed how the group-oriented discourse at the universities made certain forms of subjectivation possible while other forms were excluded, and how some (powerful) subject positions were open for some students while not for others. It also showed how the students positioned them selves and their fellow students. This had a significant impact on the possibilities and educational success of the students: while some students were marginalized or even excluded from the groups (and maybe even from the university) others were subjectivated as successful students. Thus, the findings points at ethics in general, as well as at research ethics in particular.

AB - The aim of my talk is to discuss how we can consider Michel Foucault’s concept of ethos and his endeavor for endless critique as an important contribution to research ethics in educational research. First, I intend to outline Foucault’s concept of ethos and its link to his concept of critique. Second, I intend to demonstrate how it can fruitfully be applied to the established research ethics within qualitative research. This will occur through examples culled from a qualitative research project on the application of project studies (PBL) as a method at two Danish universities. The findings showed how the group-oriented discourse at the universities made certain forms of subjectivation possible while other forms were excluded, and how some (powerful) subject positions were open for some students while not for others. It also showed how the students positioned them selves and their fellow students. This had a significant impact on the possibilities and educational success of the students: while some students were marginalized or even excluded from the groups (and maybe even from the university) others were subjectivated as successful students. Thus, the findings points at ethics in general, as well as at research ethics in particular.

KW - Faculty of Humanities

KW - Foucault, etik, forskning

M3 - Conference abstract for conference

T2 - Neoliberal re-structuring of education and welfare services – adaptation, resistance, refusals and forms of critique?

Y2 - 25 October 2016

ER -