David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Academic Ethics 6 (2):161-172 (2008)
This article challenges the importance and necessity of confidentiality, which are often taken for granted, and questions whether the default promise of confidentiality to all participants, particularly in educational research, could in fact be an unnecessary concern. This article begins by reviewing the difference in the way confidentiality is handled in different fields and the applicability of some underlying assumptions. This is followed by an explanation of why confidentiality is investigated in the sense of anonymity in this article. Then the article draws on an empirical study where original researchers and their original participants were interviewed about their views on anonymity. Lastly, the contradiction between the promises of confidentiality and the recognition of a participant’s contribution is highlighted. The article concludes with a call for more empirical observation and investigation into the importance of confidentiality.
|Keywords||Confidentiality Pseudonym Anonymity Educational research Qualitative research|
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References found in this work BETA
Carol Levine, Ruth Faden, Christine Grady, Dale Hammerschmidt, Lisa Eckenwiler & Jeremy Sugarman (2004). The Limitations of "Vulnerability" as a Protection for Human Research Participants. American Journal of Bioethics 4 (3):44 – 49.
Rosamond Rhodes (2005). Rethinking Research Ethics. American Journal of Bioethics 5 (1):7 – 28.
Peter M. Currie (forthcoming). Balancing Privacy Protections with Efficient Research: Institutional Review Boards and the Use of Certificates of Confidentiality. IRB: Ethics & Human Research.
Luis Justo (2004). Participatory Research: A Way to Reduce Vulnerability. American Journal of Bioethics 4 (3):67-68.
Citations of this work BETA
Andreas Hoecht (2011). Whose Ethics, Whose Accountability? A Debate About University Research Ethics Committees. Ethics and Education 6 (3):253 - 266.
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