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1 – 4 of 4Melissa Hauber-Özer and Meagan Call-Cummings
The purpose of this paper is to present a typology of the treatment of ethical issues in recent studies using visual participatory methods with immigrants and refugees and provide…
Abstract
Purpose
The purpose of this paper is to present a typology of the treatment of ethical issues in recent studies using visual participatory methods with immigrants and refugees and provide insights for researchers into how these issues can be more adequately addressed.
Design/methodology/approach
The paper presents the results of a scoping study as a typology of ethical considerations, from standard IRB approval to complete ethical guidelines/frameworks for research with refugee/migrant populations.
Findings
The review reveals that there is a broad spectrum of ethical considerations in the use of visual participatory methods with migrants, with the majority only giving cursory or minimal attention to the particular vulnerabilities of these populations.
Originality/value
This paper encourages university-based researchers conducting participatory inquiry with migrant populations to engage in deeper critical reflection on the ethical implications of these methods in keeping with PAR's ethico-onto-epistemological roots, to make intentional methodological choices that are congruent with those roots and to be explicit in their description of how they did this as they disseminate their work.
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Keywords
Despite high aspirations to pursue personal development, self-sustaining employment, socio-economic integration, and stable futures in their host, origin, or resettlement…
Abstract
Despite high aspirations to pursue personal development, self-sustaining employment, socio-economic integration, and stable futures in their host, origin, or resettlement countries through higher education, intersecting legal, economic, linguistic, and sociocultural barriers severely constrain refugees’ options. There is limited research on how refugee students overcome these barriers to access higher education, particularly in displacement settings like Turkey, which perpetuates a deficit view of these learners. This chapter seeks to address this gap and challenge deficit ideologies through an asset-focused perspective on the stories of 10 Syrian young adults accessing higher education during forced displacement in Turkey using a composite narrative portrait crafted based on common experiences running across the participants’ individual narratives. The narrative illustrates the importance of equitable policies, quality language instruction, inclusive pedagogies, and supportive interpersonal relationships for young people aspiring to invest in their futures during displacement as well as the resourceful and dynamic strategies they devise.
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