Ethics in ABR

Ethics in Arts-Based Research

**If you have a suggestion for an addition to any pages of the bibliography, please write your suggested citation in the comments - thank you!

Alcoff, L. (1991). The problem of speaking for others. Cultural Critique, 20, 5-32.

Berman, J. (2001). Risky writing: Self-disclosure and self-transformation in the classroom. Amherst, MA: University of Massachusetts Press.

Bracher, M (2002). Identity and desire in the classroom. In j. jagodzinski (Ed.) Pedagogical desire: Authority, seduction, transference and the question of ethics, (pp.93-121). Westport, CT and London: Bergin & Garvey.

Bracher, M. (2000). Adolescent violence and identity vulnerability. Journal for the Psychoanalysis of Culture & Society, 5(2), 189-210.

Bracher, Mark (1993) Chapter 2 – Social change and the ethics of critical discourse. In Lacan, discourse, and social change, (pp. 53-73). New York: Cornell University Press.

Conquergood, D. (1985). Performing as a moral act: Ethical dimensions of the ethnography of performance. Literature in Performance, 5(2), 1-13.

Conquergood, D. (2003). Performing as a moral act: Ethical dimensions of the ethnography of performance. In N. Denzin & Y Lincoln (Eds.) Turning points in qualitative research: Tying knots in a handkerchief (pp. 397-414). Walnut Creek, CA: AltaMira Press.

Conrad, D. (2006). Entangled in the sticks: Ethical conundrums of popular theatre as pedagogy and research. Qualitative Inquiry, 12(3), 437-458.

Derrida, J. (1992). Force of law. In D. Cornell, M. Rosenfield & D. Carlson (Eds.) Deconstruction and the possibility of justice. New York: Routledge.

Diamond, E. (1992). The violence of “we:” Politicizing identification. In J. Reinelt and J. Roach (Eds.) Critical theory and performance. Ann Arbor: University of Michigan Press.

Edwards, R. & Mauthner, M. (2002). Ethics and feminist research: Theory and practice. In M. Mauthner, M. Birch, J.

Jessop, J. & T. Miller (Eds.) Ethics in qualitative research (pp. 14-31). Thousand Oaks, CA: Sage Publications.

Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-324.

Felman, S. (1997). Psychoanalysis and education: Teaching terminable and interminable. In S. Todd (Ed.) Learning desire (pp. 17-43). New York: Routledge.

Felman, S. (1992). Education and crisis, or the vicissitudes of teaching. In S. Felman & D. Laub (Eds.), Testimony: Crises of witnessing in literature, psychoanalysis, and history, (pp. 1-56). New York & London: Routledge.

Fine, M. (1994). Working the hyphens: Reinventing self and other in qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 70-82). Thousand Oaks, CA: Sage.

Fine, M. & Weis, L. (Eds.) (2000). Speed bumps: A student-friendly guide to qualitative research. New York and London: Teachers College Press.

Fine, M., Weis, L., Weseen, S. & Wong, L. (2000). For whom? Qualitative research, representations, and social responsibilities. In N. K. Denzin & Y. S. Lincoln, (Eds.) The handbook of qualitative research (pp. 107-131). Thousand Oaks, CA: Sage.

Garoian, C. (1999). Performing pedagogy: Toward an art of politics. Albany, NY: State University of New York Press.

Gillies, V. & Alldred, P. (2002). The ethics of intention: Research as a political tool. In M. Mauthner, M. Birch, J.

Jessop & T. Miller (Eds.) Ethics in qualitative research. London: Sage Publications.

Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63-84.

Litowitz, D. (1997). Postmodern philosophy and law. Lawrence, KA: University Press of Kansas.

Maguire, P. (1993). Challenges, contradictions and celebrations: Attempting participatory research as a doctoral student.  In P. Park, M. Brydon-Miller, B. Hall & T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada, (pp. 157-176). Westport, CN: Bergin & Garvey.

Noddings, N. (1999). Care, justice and equity. In N. Noddings, M. Katz & K. Strike (Eds.) Justice and caring: The search for common ground in education(pp. 7-20). New York and London: Teachers College Press.

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.

Prosser, J. (2000) The moral maze of image ethics. In H. Simons & R. Usher (Eds.) Situated ethics in educational research. London: Routledge.

Ribbens, J. & Edwards, R. (Eds.) (1998). Feminist dilemmas in qualitative research: Public knowledge and private lives. London: Sage.

Ross, R. (1996). Returning to the teachings: Exploring Aboriginal justice. Toronto, ON: Penguin.

Salverson, J. (1996). Performing emergency: Witnessing, popular theatre, and the lie of the literal. Theatre Topics, 6(2), 181-191.

Salverson, J. (2001). Performing testimony: Ethics, pedagogy, and a theatre beyond injury. Unpublished doctoral dissertation. Ontario Institute for Studies in Education. Toronto, ON.

Sevenhuijsen, S. (1998). Citizenship and the ethics of care: Feminist considerations on justice, morality and politics. London: Routledge.

Scott, J. (1990). Domination and the arts of resistance: Hidden transcripts. New Haven, CT: Yale University Press.

Spry, L. (1994). Structures of power: Toward a theatre of liberation. In J. Cohen-Cruz & M. Schutzman (Eds.), Playing Boal: Theatre, therapy, activism (pp. 171-184). London: Routledge.

Walker, M. U. (1997). Picking up pieces, lives, stories and integrity. In D. Tietjens Meyers (Ed.) Feminists rethink the self. London: Harper Collins.

Weiler, K. (1998). Freire and a feminist pedagogy of difference. In C. Woyshner & G. Holly (Eds.), Minding women: Reshaping the educational realm, pp. 117-145). Cambridge, MA: Harvard Educational Review.

Žižek, S (1994). The metastases of enjoyment. New York & London: Verso.

Zylinska, J. (2001). On spiders, cyborgs and being scared: The feminine and the sublime. Manchester and New York: Manchester University Press.

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