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Chapter 5 - Methods Dialogue:

Ethics

from Part I - Planning

Published online by Cambridge University Press:  01 February 2024

Tracy C. Davis
Affiliation:
Northwestern University, Illinois
Paul Rae
Affiliation:
University of Melbourne
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Summary

This conversation between Patrick Anderson and Natalie Alvarez focuses on how to do collaborative research, bridge incommensurable differences through understanding, and enjoin researchers’ subjectivity with those with whom they are in conversation. Featured situations for ethical consideration include community–police liaisons and consulting on police training. Considering the tensions between the professional prerogatives of the researcher and the ethics of the participant–observer relationship, one must ask who the research is for, who benefits from it, and how to present, experience, and advocate ethical alignments. Academics’ labour, situatedness, and intersectionality may affect Institutional Review Board (IRB) processes and the stakes of working with communities and academic institutions.

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Chapter
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Publisher: Cambridge University Press
Print publication year: 2024

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References

Conquergood, D. (2002). ‘Lethal Theatre: Performance, Punishment, and the Death Penalty’. Theatre Journal, 54(3), 339–67.Google Scholar
Taylor, D. (2009). ‘Afterword: War Play’. PMLA, 124(5), 1886–95.Google Scholar

References

Alvarez, N. (2018). Immersions in Cultural Difference: Tourism, War, Performance. Ann Arbor: University of Michigan Press.Google Scholar
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Foucault, M. (1975). Discipline and Punish: The Birth of the Prison. New York: Pantheon Books.Google Scholar
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McKenzie, J. (2001). Perform or Else: From Discipline to Performance. London: Routledge.Google ScholarPubMed
Mulvey, L. (1975). ‘Visual Pleasure and Narrative Cinema’. Screen, 16(3), 618.Google Scholar
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Turner, V. (1982). From Ritual to Theatre: The Human Seriousness of Play. New York: Performing Arts Journal.Google Scholar

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