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This open access book offers insights into the development of the ground-breaking Global Code of Conduct for Research in Resource-Poor Settings (GCC) and the San Code of Research Ethics. Using a new, intuitive moral framework predicated on fairness, respect, care and honesty, both codes target ethics dumping – the export of unethical research practices from a high-income setting to a lower- or middle-income setting. The book is a rich resource of information and argument for any research stakeholder who opposes double standards in research. It will be indispensable for applicants to European Union framework programmes, as the GCC is now a mandatory reference document for EU funding.
This open access book offers insights into the development of the ground-breaking Global Code of Conduct for Research in Resource-Poor Settings (GCC) and the San Code of Research Ethics. Using a new, intuitive moral framework predicated on fairness, respect, care and honesty, both codes target ethics dumping - the export of unethical research practices from a high-income setting to a lower- or middle-income setting. The book is a rich resource of information and argument for any research stakeholder who opposes double standards in research. It will be indispensable for applicants to European Union framework programmes, as the GCC is now a mandatory reference document for EU funding. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
Connecting Research and Practice for Educational Improvement presents powerful arguments and richly illustrated cases for how more collaborative relationships between researchers and educators can yield more relevant research that impacts practice. This book can be useful for anyone teaching or learning about research–practice partnerships, in both school and out-of-school settings. The chapters highlight the different dispositions and skills needed to cultivate ethical relationships and promote equity through partnerships and provide rich frameworks for guiding future work.
This is a guide for researchers and district leaders to help them form and sustain long-terms partnerships to study and solve practical problems in education together.--
Biodiversity research and prospecting are long-standing activities taking place in a new legal and ethical environment. Following entry into force of the Convention on Biological Diversity in 1993, and other recent policy developments, expectations and obligations for research and prospecting partnerships have changed. However, to date there are few guides to integrating these concepts with practice. This book offers practical guidance on how to arrive at equitable biodiversity research and prospecting partnerships. Drawing on experience and lessons learned from around the world, it provides case studies, analysis and recommendations in a range of areas that together form a new framework for creating equity in these partnerships. They include researcher codes of ethics, institutional policies, community research agreements, the design of more effective commercial partnerships and biodiversity prospecting contracts, the drafting and implementation of national 'access and benefit-sharing' laws, and institutional tools for the distribution of financial benefits. As part of the People and Plants initiative to enhance the role of communities in efforts to conserve biodiversity and use natural resources sustainably, Biodiversity and Traditional Knowledge will be invaluable to students, researchers and local communities, academic institutions, international agencies, government bodies and companies involved in biodiversity research, prospecting and conservation.
This paper, which builds upon research linked to the development of sustainable study abroad programs in emerging nations, focuses on key challenges to true partnerships between emerging and established universities. It begins with an analysis of challenges which may occur when attempting to develop an equitable partnership based on joint grants and/or research projects. It also includes a discussion of struggles experienced by academic staff who desire a more equitable relationship that will enhance the missions of both institutions. The paper will then analyze one particular partnership between two universities (the University of Central Florida, USA, and the University of Botswana) during study abroad programs funded by the Fulbright-Hays Groups Project Abroad (2011) and the U.S. State Department (2012- 2015). An analysis of this partnership is particularly relevant as it focuses on the initial steps, dialogues, perspectives and actions of both institutions as they worked through a host of preconceived notions on neocolonialism and the challenges of successfully operating by another's "rules of engagement" within a dynamic geopolitical platform. [For the complete Volume 14, Number 1 proceedings, see ED568088.].
This open access book provides original, up-to-date case studies of “ethics dumping” that were largely facilitated by loopholes in the ethics governance of low and middle-income countries. It is instructive even to experienced researchers since it provides a voice to vulnerable populations from the fore mentioned countries. Ensuring the ethical conduct of North-South collaborations in research is a process fraught with difficulties. The background conditions under which such collaborations take place include extreme differentials in available income and power, as well as a past history of colonialism, while differences in culture can add a new layer of complications. In this context, up-to-date case studies of unethical conduct are essential for research ethics training.
Anti-Racist Educational Leadership and Policy helps educational leaders better comprehend the racial implications and challenges of the current educational policy landscape. Each chapter unpacks a policy issue such as school choice, school closures, standardized testing, discipline, and school funding, and analyzes it through the racialized and market-driven lenses of the current leadership context. Full of real examples, this book equips aspiring school leaders with the skills to question how a policy addresses or fails to address racism, action-oriented strategies to develop anti-racist solutions, and the tools to encourage their school community to promote racial equity. This important book demystifies a complex policy context and prepares current and future teacher leaders, principals, and superintendents to lead their schools towards more equitable practice. 2021 Winner of the AESA Critics’ Choice Book Award.
Since the 1990s, internationalisation has become key for institutions wishing to secure funding for higher education and research. For the academic community, this strategic shift has had many consequences. Priorities have changed and been influenced by new ways of thinking about universities, and of measuring their impact in relation to each other and to their social goals. Debates are ongoing and hotly contested. In this collection, a mix of renowned academics and newer voices reflect on some of the realities of international research partnerships. They both question and highlight the agency of academics, donors and research institutions in the geopolitics of knowledge and power. The contributors offer fresh insights on institutional transformation, the setting of research agendas, and access to research funding, while highlighting the dilemmas researchers face when their institutions are vulnerable to state and donor influence. Offering a range of perspectives on why academics should collaborate and what for, this book will be useful to anyone interested in how scholars are adapting to the realities of international networking and how research institutions are finding innovative ways to make NorthSouth partnerships and collaborations increasingly fair, sustainable and mutually beneficial.
Just Schools examines the challenges and possibilities for building more equitable forms of collaboration among non-dominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity and agency, and foster collective capacity through collective inquiry. These processes offer promising possibilities for improving student learning, transforming educational systems, and developing robust partnerships that build on the resources, expertise, and cultural practices of non-dominant families. Based on empirical research and inquiry-driven practice, this book describes core concepts and provides multiple examples of effective practices. “This is the most compelling work to date on school and community engagement. It will be required reading for all my future classes.” —Muhammad Khalifa, University of Minnesota “Full of practical steps that educators and administrators can and must take to build strong collaborations with families.” —Mark R. Warren, University of Massachusetts Boston “This important publication provides a way forward for educators, families, students and community members to co-create “Just Schools” by honoring, validating, and celebrating each other’s knowledge, skills, power and resources.” —Karen Mapp, Harvard Graduate School of Education