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Abstract
The ethics and politics of education research have long been recognised as a crucial dimension of the research enterprise (McNamee & Bridges, 2002; Simons & Usher, 2000). Yet, despite some specific earlier accounts emerged only relatively recently as a distinct and distinct scholarly field in its own right. This and the subsequent chapters are intended to contribute to the enduringly significant task of analysing current imaginings, of the multiple roles of participants in contemporary education research.
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