Informed consent in educational research in the South: tensions and accommodations

Abstract

This paper describes some tensions faced by researchers working in countries in the South in following the international principle of informed consent, mainly developed by professional bodies or local ethics committees of various universities in the North. We discuss the issues around gaining informed consent, particularly in research environments in the South, and highlight the need for accommodations. The aim is to advance a case for hybridity in educational research – that is, developing some general ethical principles that can serve as guidelines for researchers to develop contextually appropriate ethical practices that do not compromise either the research participants or the rigour of their research enterprise. Finally, some strategies are presented to address the issues raised in regard to informed consent in varied research settings. While we draw on examples from research conducted mainly in Pakistan, the issues raised, the scenarios discussed and the interpretations presented are relevant to similar contexts elsewhere.

Keywords:

• informed consent
• ethical standards
• ethical principles
• research environments
• ethical practices
• South

Notes

1. Hybridity, which originated in biological studies, was first defined as, ‘the creation of new transcultural forms within the contact zone produced by colonisation’ (Ashcroft, Griffiths, and Tiffin 2003, 118, cited by Laragy n.d.). In post-colonial studies, not only has the term a negative connotation but it also suggests the presence of an overarching core: the discourse of oppressor. However, our position regarding glocal regulations is comparable to that of Ashcroft et al. (2003), who consider hybridity positively: a two-way process leading to mutual learning rather than the ‘oppressor’ silencing the voice of the ‘oppressed’.

2. This is verifiable by their published programmes of study.

3. The HEC has linked university faculty promotions to their research output. As some cases of plagiarism were reported, the HEC now requires all universities to set up ‘plagiarism committees’ for arresting this trend among students and faculty in higher education institutions in Pakistan.

4. The PARE aims ‘To promote a vibrant educational research culture in Pakistan; To enhance the impact of educational research on policy and practice’. As such, it organizes training sessions in research methodology, and conferences to facilitate exchange of expertise, knowledge and ideas. However, it has not taken up, utill now, the issue of research ethics in a significant way (for details see, descriptionhttp://pare.org.pk/).

5. In Geertz’s tradition, a thick description would include the contextual details of the when, where and how of the action, besides the researcher’s intentions in doing so. This would allow other researchers to see all the possible meanings of the action (for details see Geertz [1973]).