Denzin and Lincoln (2005) are of the idea that researchers in qualitative studies are invaders in the participants’ lives, therefore they need to have good manners with their codes of ethics adhered to very strictly. Ethics, according to Cohen and Swerdlik (2005), is a shelf of
principles for appropriate, right and good conduct. Researchers in case study research invite their participants of their studies to elicit personal information and experiences that could be detrimental to the participants’ lives. Participants in the study risk social alienation, ridicule and loss of dignity as they honestly respond to the researchers’ questions, therefore it is the duty of the researcher to ensure beyond doubt that ethical regulations are met at all times during and after the research process (Denzin & Lincoln, 2005).
Participants of this study as junior citizens of South Africa are protected by the South African Constitution particularly in the Bill of Rights, which is the cornerstone of democracy in South Africa, where it is enshrined that human dignity, equality and freedom of all South Africans should never be compromised. The researcher respected their rights as South African citizens and again ensured that the study was in line not only with the research ethics but also with Ubuntu ethics. “A person is socialised to think of himself or herself as inextricably bound to others ………… Ubuntu ethics can be termed anti-egoistic as it encourages people from seeking their own good without regard for, or to the detriment of, others and the community”
(Nkondo, 2007, p.12). The researcher ensured she did not go beyond ethical rules to protect the participants in this study knowing that their relationship was influenced by role, status, language, and cultural norms (Gay et al., 2006).
For more protection of participants, the researcher sent her proposal to the University of KwaZulu-Natal to solicit clearance. The research was fully approved and was given the reference number: 2/4/8/250. During the research process, the researcher developed a caring and empathetic relationship with the participants, under a trusting and non-oppressive environment (Denzin & Lincoln, 1998). To ensure the sustainability of this trust throughout the research, the researcher adopted the contextualised-consequentiality model by House and Smith in Denzin and Lincoln (1998). Three principles that guide this model are “mutual respect, non-coercion and non-manipulation, support of democratic values and institutions,
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and the belief that every research act implies moral and ethical decisions that are contextual”
(Denzin & Lincoln, 1998, p.38).
Principles from the American Psychological Association (APA) Ethics Code in Swenson (2007) were followed in this study:
Beneficence - the results of this study will assist in the understanding of different experiences of LWA; and non-malfeasance - the researcher strived to protect the welfare and rights of the participants;
Fidelity and responsibility which the researcher showed by establishing a trust relationship with the participants;
Integrity - the researcher gave an accurate and truthful depiction of the findings within the study and did not use deception or dishonesty to convince the participants to participate in this study (Elmes, Kantowitz & Roediger, 1999);
Justice - the researcher adhered to this principle by being aware of any biases by the researcher and taking precautions not to let this, as well as her limited expertise, cause the study to be unjust.
Respect for peoples’ rights and dignity - Throughout the study the researcher was aware of and respected the differences caused by aspects like ability, culture, age, gender, race, and socio-economic activity. This was important as the LWA differed from the researcher in some of those aspects (Swenson, 2007).
To seal an agreement between the participants and the research, an informed consent was given and signed, anonymity and confidentiality was re-assured.
3.9.1 Informed consent
To participate in the study, participants are required to give their informed consent. In qualitative research the informed consent is highly important because of the personal and in-
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depth nature of the information to be collected (Duffy, 2008). Swenson (2007) gives a list of guidelines from the APA Ethics Code concerning the contents of the consent form. These are:
participants must understand - the purposes of research; the foreseeable consequences of withdrawing from the study; their right to withdraw at any time during the research process;
the potential risks; harmful effects due to participation; the benefits and incentives for participation; the limits of confidentiality; and whom to contact should any queries about the research arise. These guidelines are also in line with the code of Professional Ethics as defined in the South African Council for Educators Act (2000) and that of the University of KwaZulu-Natal.
Participants in this study gave consent verbally and on paper to partake in the research.
Participants were all minors. Children under the age of eighteen are legal minors in South African Law (1983) and are not fully capable of acting independently without assistance from parents or legal guardians. The researcher asked them to give assent and their parents to give consent by signing the form. Copies of the assent forms were typed using the bigger font to ensure that LWA were able to read what was contained.
Henning et al. (2005) stated that the researcher needs to also get consent from the institution head where the research will be conducted. The principals of schools as gate-keepers were also given consent forms to sign as they granted the researcher the permission.
3.9.2 Anonymity and confidentiality
The researcher used pseudonyms and codes to conceal participants’ identities. The researcher was also discreet about the names of the schools. Participants all agreed that findings of this study could be published and they were more pleased about this knowing that people, especially ill-mannered teachers and peers, would now possibly change their bad attitudes towards any LWA.
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