https://orcid.org/0000-0002-1482-2975
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Abstract
Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective writing process over a period of a few months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 For the Video Journal of Education and Pedagogy, see: https://brill.com/view/journals/vjep/vjep-overview.xml
2 See the Association for Visual Pedagogies website: https://visualpedagogies.com/
6 The Video Journal of Education and Pedagogy (VJEP) was published by Springer from August 2016 until September 2018. Subsequently, AVP became the owners of the journal which is now being published by Brill Publishers, Leiden, Netherlands. Michael A. Peters was the founding Editor-in- Chief.
In 2015, supported by eight founding Institutional Members and led by founding President, Tina Besley, the Association for Visual Pedagogies Inc (AVP), was incorporated as a new learned society to support the new Video Journal of Education and Pedagogy (VJEP) and to promote and advance the emerging field of visual pedagogies.
12 See Humza Aamir (Citation2019).
Additional information
Notes on contributors
Michael A. Peters
Michael A. Peters is a Distinguished Professor of Education, Faculty of Education at Beijing Normal University and Emeritus Professor at the University of Illinois at Urbana–Champaign. He is the editor-in-chief of Educational Philosophy and Theory, and founding editor of five international journals. He recently coedited Wittgenstein and Education: Pedagogical Investigations (2017). Michael holds two honorary doctorates (SUNY & Aalborg) and is a Fellow of the Royal Society of New Zealand.
E. Jayne White
E. Jayne White, Professor (Early Childhood Education) RMIT, Melbourne, Australia is President of Association for Visual Pedagogies. She co-edits the Video Journal of Education and Pedagogy, and edits a book series on these themes. Inspired by dialogic philosophy and its methodological attention to the work of the eye/I, much of Jayne's research focuses on visual approaches to pedagogies for early childhood learning.
Tina Besley
Tina Besley is a Distinguished Professor, Faculty of Education, Beijing Normal University is founding President of the Association for Visual Pedagogies (AVP) and Past President of the Philosophy of Education Society of Australasia (PESA). Tina is deputy editor, Educational Philosophy and Theory; Video Journal of Education and Pedagogy and associate editor for the Beijing International Review of Education. Tina's research interests are philosophy of education, policy, subjectivity, interculturalism and global knowledge economy.
Kirsten Locke
Kirsten Locke is a Senior Lecturer in the School of Critical Studies in Education at the Faculty of Education and Social Work, University of Auckland. As a philosopher of education, she is particularly interested in the philosophical theories that underpin mass education systems and the ways these shape issues of gender equity and democracy in education more broadly.
Bridgette Redder
Bridgette Redder (PhD) is a Programme Leader at Te Rito Maioha Early Childhood New Zealand and secretary for the Association for Visual Pedagogies. With a focus on early years, self-study and teacher education research projects Bridgette has been involved in all use video and visual methodologies.
Rene Novak
Rene Novak, has a strong passion for early childhood pedagogy and technology education. He is currently supporting Tauranga centres as a Professional Services Manager for BestStart and is a published PhD candidate with his thesis focusing on developing new methodologies to study the importance of play involving Virtual Reality, as a tool and a method.
Andrew Gibbons
Andrew Gibbons is an Associate Professor and early childhood teacher educator at Auckland University of Technology, New Zealand. He is Associate Editor for Educational Philosophy and Theory and co-editor for the Encyclopedia of Educational Philosophy and Theory. Andrew on early childhood policy, curriculum, teaching, health and wellbeing, the educational implications of Camus' work, the philosophy of education, the role of technology in education, and the future of the university.
John O’Neill
John O'Neill is a Professor and Head of the Institute of Education, Massey University, New Zealand. Previously he lectured at Leicester University, UK and has taught primary and secondary students with special educational needs. John has been a Council member of the New Zealand Association for Research in Education. In 2012 he received the Teacher Education Forum of Aotearoa New Zealand career excellence award and a Massey University Research Excellence medal.
Marek Tesar
Marek Tesar is an Associate Professor and Associate Dean International at the University of Auckland, New Zealand. His research is focused on philosophical methods, childhood studies and early childhood education, with expertise in the philosophy of education and childhood. His latest research is concerned with methodological and philosophical thinking around ontologies and the ethics of educational research.
Sean Sturm
Sean Sturm is a Deputy Director of the Centre for Learning and Research at the University of Auckland, New Zealand, coordinates the university's Higher Education programme. Sean is treasurer for the Association for Visual Pedagogies, book reviews editor for Educational Philosophy and Theory, editor for Knowledge Cultures. He researches at the intersection of philosophy of education, critical university studies and settler studies.