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Chapter 5 - Methods Dialogue:

Ethics

from Part I - Planning

Published online by Cambridge University Press:  01 February 2024

By
Natalie Alvarez  and
Patrick Anderson
Edited by
Tracy C. Davis  and
Paul Rae
Tracy C. Davis
Affiliation:
Northwestern University, Illinois
Paul Rae
Affiliation:
University of Melbourne
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Summary

This conversation between Patrick Anderson and Natalie Alvarez focuses on how to do collaborative research, bridge incommensurable differences through understanding, and enjoin researchers’ subjectivity with those with whom they are in conversation. Featured situations for ethical consideration include community–police liaisons and consulting on police training. Considering the tensions between the professional prerogatives of the researcher and the ethics of the participant–observer relationship, one must ask who the research is for, who benefits from it, and how to present, experience, and advocate ethical alignments. Academics’ labour, situatedness, and intersectionality may affect Institutional Review Board (IRB) processes and the stakes of working with communities and academic institutions.

Keywords

ethicslabourparticipant–observer relationintersectionalityInstitutional Review processes
Type
Chapter
Information
The Cambridge Guide to Mixed Methods Research for Theatre and Performance Studies , pp. 107 - 122
Publisher: Cambridge University Press
Print publication year: 2024

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References

Conquergood, D. (2002). ‘Lethal Theatre: Performance, Punishment, and the Death Penalty’. Theatre Journal, 54(3), 339–67.Google Scholar
Taylor, D. (2009). ‘Afterword: War Play’. PMLA, 124(5), 1886–95.Google Scholar

References

Alvarez, N. (2018). Immersions in Cultural Difference: Tourism, War, Performance. Ann Arbor: University of Michigan Press.Google Scholar
Anderson, P. (2010). So Much Wasted: Hunger, Performance, and the Morbidity of Resistance. Durham, NC: Duke University Press.Google Scholar
Anderson, P. (2017). Autobiography of a Disease. New York: Routledge.Google Scholar
Denzin, N. K. & Lincoln, Y. S. (2005). ‘Introduction: The Discipline and Practice of Qualitative Research’. In Denzin, N. K. & Lincoln, Y. S., eds., The SAGE Handbook of Qualitative Research, 3rd ed. Thousand Oaks, CA: SAGE, pp. 1–32.Google Scholar
Foucault, M. (1975). Discipline and Punish: The Birth of the Prison. New York: Pantheon Books.Google Scholar
Kirshenblatt-Gimblett, B. (2015). ‘Interview by D. Taylor (2001)’. In Taylor, D. & Steuernagel, M., eds., What Is Performance Studies? Durham, NC: Duke University Press. Digital book, accessed 11 October 2023. https://scalar.usc.edu/nehvectors/wips/interviews-eng.Google Scholar
McKenzie, J. (2001). Perform or Else: From Discipline to Performance. London: Routledge.Google ScholarPubMed
Mulvey, L. (1975). ‘Visual Pleasure and Narrative Cinema’. Screen, 16(3), 6–18.Google Scholar
Tuck, E., & Guishard, M. (2013). ‘Uncollapsing Ethics: Racialized Sciencism, Settler Coloniality, and an Ethical Framework of Decolonial Participatory Action Research’. In Kress, T. M., Malott, C., & Porfilio, B., eds., Challenging Status Quo Retrenchment: New Directions in Critical Research. Charlotte, NC: Information Age, pp. 3–27.Google Scholar
Turner, V. (1982). From Ritual to Theatre: The Human Seriousness of Play. New York: Performing Arts Journal.Google Scholar

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