On-line ‘Campus’ session with a focus on Module
Two was on Tuesday. We were talking about Planning
Ethical Practice.
First point we made was to look at what is
ethics: I have described ethics as reflecting on what you are experience as.
Thinking about what is the effect, affect, feeling, event that is created by
your actions. This is not to say that you can control how people have a ‘good
time’ with you because you can’t know what is ‘good’ and what is ‘bad’ for
them. But you can think about what impact you are having on the people and
things around you and reflect on whether the impact you are having is the same
as your intension for doing things.
NOTE: This is about using reflection: Module
Ones old and new – developing reflection
is a kind of tool for thinking about a wider picture and making sure you are
not narrowing your ability to engage with events to what you expect to find. – also ties in with Module Three: using
reflection to support yourself not having to know the ending of the inquiry at
the beginning! (see my last post) – its all connected.
Ethics: Impact on others
So having established that when thinking about
ethics we are looking at our place, effect, impact on people and things I asked
the group what do you think of doing a
research project which will result in giving advise to people about a topic.
– bearing in mind you have about 3 months, you are at BA level, and some people
have been looking at the field you are looking at all their lives. Alan was
just saying to me he was listening to a TED lecture where the person said for
the first 30 years of the research we thought X but know we have come to see it
in terms of Y today!!!!!
So what do you think of you doing a research
project that will give people the answer
to something? What are the ethics (impact of you) in this?? I would not want to
try to do that. It seems a little rude to people who already study the area to
think I can come up with the ‘answer’ in 3 months when they might have been
looking at it for years and years. And what is the ‘answer’ in terms of them,
the answer is really just my thing, my issues? Who am I?
NOTE: Module One is about asking yourself who
am I – through looking at your networks, your presence on-line your
reflections. I am the experiences I have – unique experiences because only ‘I’
live MY life.
Who am I – after Module One – I am someone with
unique experiences and (and therefore) my ideas and thoughts matter because
only ‘I’ have my perspective.
So I am someone who does not have to feel I am
going to save the world in three months and come up with the ‘answer’ to this
important question. But I am also someone with a unique set of experiences and
what I think matters ….so (ethically I
could say) my inquiry is about finding out more about my question and giving
some informed comments and ideas about what I think of what I found out.
NOTE: This what you do in Module Three – a
reflective report and some ‘thing’ people in my industry can relate to (see
blog post On-line Campus Three session below for ‘thing’ reference)
OK so what does this ethical perspective do to
our inquiry questions? Remember:
1) We don’t have to ‘find’ and answer to the question (and possibly
can’t) we need to find out more
2) We don’t have to assume we need to save the world and that nobody
else thought of saving the world before us and just didn’t try
3) The goal is to ask better more informed questions
We looked at our questions and reworded them.
For example
Save the world version:
What are the different methods for developing
performance skills for excellence in performers, so I can teach this to my
students?
Find out more version:
What do
different people consider excellence in performance is (asking dancers,
director, choreographers and audience members)
Or
I feel Pat
Smith, Blair Teller and Fran Jones are excellent performers so I will talk to
each of them to find out what in their training helped them in their
performance work.
Save the world version:
Blindness and Dance: why is their so much
training lacking? I’ve noticed there is no training for dance teachers in this.
Find out more version:
What is
out there in terms of dance projects that involve blind children. (world wide
and locally)
Or
What do
parents of blind children feel is a benefit from doing dance class and are
these benefits to do with they way the classes are taught?
Or
How are
the arts positioned in training for working with blind children? Looking at
training programmes in general and seeing how much of this involves arts
educational training.
Save the world version:
Culture in dance: what are opportunities for
people to study musical theatre in India (but I don’t live in India).
Find out more version:
Is
musical theatre a culture in itself (as it could be argued ballet is) having
its own language, and expectation for behaviour?
Or
Starting
to mapping musical theatre training from different places by comparing the
narratives of three performers who have trained in different countries.
Ethics – Questioning Assumptions
We noticed the find out more versions allowed
us to notice our assumptions and question them.
Noticing the assumptions we are making is like
taking a step back to look get a wider look at what we are thinking about. Very
often the assumptions we make are the best place to start inquiring into. Why
we make that assumption and what other ways are there to look at things. In the
performance skills inquiry area there are assumptions in the original save the
world questions that need to be noticed and in fact could be the inquiry its
self.
For example: What are the different methods for
developing performance skills for excellence in performers, so I can teach this
to my students?
This has the following assumptions and possible
inquiry areas:
Assumption
|
Inquiry
|
Everyone thinks the same things are
performance skills and excellence
|
What do different people think makes
excellence in performance (get opinions from different people in different
roles to do with performance)
|
Performance skills remain the same regardless
of the performance setting
|
Find out if people who perform if different
performance events and venues seem to access the same skills each time (Watch
great performance in different setting, what do I think? What has been
written about this.)
|
It is possible to teacher people to be better
performers its just nobody does it
|
Talk to people I think are great performers
and find out what they do and think.
|
There are methods to get people to perform it
can be broken down in to steps or stages or points and then learnt in the
classroom.
|
Talk to teachers/director/dance captains I
have had, who I respect, and find out what they do and think and why.
|
You can see that all the example inquiry
questions that are raised from my assumptions can all still be useful in my end
goal of being better at teaching performance skills to my students.
The conclusion we came to is:
We help people (save the world) by being better
informed, inspired etc… ourselves. Not by going out and ‘helping’ people. Being
better yourself helps other people.
Joke: Old lady (much like myself!) standing at
the edge of the road you help her across. And on the other side she says she
didn’t want to cross the road and now she has missed her bus!!! (The irony was
you wanted that bus too but you sacrificed missing it to ‘help’ her.)
The practice under ethics of looking at your
assumptions is really valuable. In the session we all looked at the assumptions
in our questions so far. This is about how looking at ethics will help you
shape your inquiry. (Its not about a right /wrong question). You can see from
my example table above that the inquiry questions that come out of looking at
my assumptions also indicate inquiry tools – like I would need to interview people, or observe performances. So looking at
my questions through a focus on ethics gives me ideas about the focus of the
questions, the tools I would need and where informative information about the
question might be.
Ethics – Nuts and Bolts
In a session about ethics we cannot miss out
having a quick look at ethics 101. Make
sure you don’t hurt people. As the
handbook points out some research has been at the cost of harm to people
mentally or physically.
Some of the assumptions we make can be
offensive and hurtful to people. Assuming I need help across the road is pretty
annoying when I can ask if I do! In the summer I was standing next to someone
much older than me waiting to cross the road in Liverpool street station and as
the light changed for us to walk across she took my arm. When we got to the
other side she let go and realised I was me. She said sorry. I said it was
really nice to walk across the road together like that I haven’t done that
since I was child. For a moment I was what she needed (some remembered friend
or relative) and then I was not.
Nuts and bolts
1) Plan to use pseudonyms
for people you interview. Yes, so they have some anonymity but beyond that because (see Pips blog post from last
week – my skype chat post below) because it is hard to really explain what you
will be doing in your inquiry as in some ways you don’t know where it will take
you either.
2) Same with informed consent and
the ability to drop out of the research at anytime. You can’t really say what
will happen minute by minute in your inquiry or where it will go so let people
know they can get off the ride when ever they want to. But this is more than
just the rhetoric of the consent form you give them. It is about planning an
inquiry that understands not all the data is coming from people you interview.
What if they all dropped out??? The data is also the literature, and your
feelings and thoughts (see recent on-line ‘Campus’ session Module Three blog
post below).
3) The power of the researcher – you think you are stressed about your
project! The people you approach also have stress about the idea of research
and they are not in control of the project like you are. Think about the impact
of being asked to be interviewed or not being one of the people asked to
be interviewed will have on people. Think about the relationship you already
have with people involved in the inquiry. There is not a right person to ask.
You just need to have thought about the impact you will have and maybe tried to
make sure it is as gentle as possible. Where possible ask yourself do I really
need to involved people they way I am planning, would it be more gentle to
change how I engage with them. Like changing planning to interview your
students to observing your students. Knowing the power relationship between
student (them) and teacher (you) is quite stressful and can be manipulated.
All right this is long enough. I think it would
be best now if you have a look at some of the post other people in the session
wrote up.
Also I would love to carry on the conversation
in the comments below…what do you think?
Adesola