Abstract
This chapter argues that principles of ethical practice of educational research must be informed by broader epistemological and political analyses. Ethics and the relationship between researcher and researched have evolved as the vulnerability of participants has been recognised. Increased community participation in research as it has developed in educational participatory action research provides guidance because of: (i) its strong commitment to participation, and (ii) its active engagement in educational and social change that generates very challenging ethical dilemmas considered only tangentially by other research approaches. The history of advocacy for participation in educational research shows the articulation of ‘principles of procedure’ in ‘democratic’ evaluation and participatory action research. Some sub-practices of participatory action research are used to illustrate how ethical dilemmas of research and their links to educational practice can only be resolved through careful and disciplined self-reflection by participants.
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