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The ethics of social and educational research has been significantly complicated over the last se... more The ethics of social and educational research has been significantly complicated over the last several decades as a consequence of the "interpretive turn" and the ever-increasing use of qualitative research methods that have accompanied it. In this chapter, we identify what came before and after the interpretive turn with the traditional and contemporary approaches to research ethics, respectively. The distinction is a heuristic one. We do not mean to suggest that the interpretive turn occurred at any precise point in time or that it has completely won out. In this vein, the traditional approach is no doubt still in currency. Embedded in the distinction between traditional and contemporary approaches is another between the protection of research participants ("research subjects" in the traditional vocabulary) and research misconduct. This, too, is a heuristic distinction, because it involves significant overlaps. In particular, research misconduct largely subsumes the protection of research participants. Nonetheless, it is a distinction that has the virtue of familiarity, since it parallels the way federal regulations and universities divide the issues in research ethics. We should observe here at the outset that medical research has been at the forefront of the ethics of research involving humans, both with respect to the development of vocabularies and frameworks and with respect to the formulation of federal policy. Social research in general and educational research in particular have generally followed this lead. We do not make this observation to suggest that social and educational researchers have remained on the sidelines, simply applying the precepts of medical ethics. On the contrary, as we shall see, for at least some theorists an adequate approach to the ethics of social and educational research requires significantly modifying the vocabularies and frameworks that have come down to them through the ethics of medical research. We make this observation instead to apprise readers of why we borrow so heavily from sources outside education and to alert them to an important part of the history of the ethics of educational research.

The ethics of social and educational research has been significantly complicated over the last se... more The ethics of social and educational research has been significantly complicated over the last several decades as a consequence of the "interpretive turn" and the ever-increasing use of qualitative research methods that have accompanied it. In this chapter, we identify what came before and after the interpretive turn with the traditional and contemporary approaches to research ethics, respectively. The distinction is a heuristic one. We do not mean to suggest that the interpretive turn occurred at any precise point in time or that it has completely won out. In this vein, the traditional approach is no doubt still in currency. Embedded in the distinction between traditional and contemporary approaches is another between the protection of research participants ("research subjects" in the traditional vocabulary) and research misconduct. This, too, is a heuristic distinction, because it involves significant overlaps. In particular, research misconduct largely subsumes the protection of research participants. Nonetheless, it is a distinction that has the virtue of familiarity, since it parallels the way federal regulations and universities divide the issues in research ethics. We should observe here at the outset that medical research has been at the forefront of the ethics of research involving humans, both with respect to the development of vocabularies and frameworks and with respect to the formulation of federal policy. Social research in general and educational research in particular have generally followed this lead. We do not make this observation to suggest that social and educational researchers have remained on the sidelines, simply applying the precepts of medical ethics. On the contrary, as we shall see, for at least some theorists an adequate approach to the ethics of social and educational research requires significantly modifying the vocabularies and frameworks that have come down to them through the ethics of medical research. We make this observation instead to apprise readers of why we borrow so heavily from sources outside education and to alert them to an important part of the history of the ethics of educational research.

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