Manoussaki-Adamopoulou, Ioanna;
Sedacca, Natalie;
Benchekroun, Rachel;
Knight, Andrew;
Saavedra, Andrea Cortés;
(2022)
Reflecting on Crisis: Ethics of Dis/Engagement in Migration Research.
Migration and Society
, 5
(1)
pp. 124-135.
10.3167/arms.2022.050111.
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Abstract
This article offers a collective “gaze from within” the process of migration research, on the effects the pandemic has had on our interlocutors, our research fields, and our positionalities as researchers. Drawing from our experiences of researching a field in increasing crisis, and following the methodological reflections of the article written by our colleagues in this issue, we discuss a number of dilemmas and repositionings stemming from—and extending beyond—the effects of the COVID-19 pandemic. Focusing on issues of positionality, ethics of (dis)engaging from the research field, and the underlying extractivist nature of Global North academia, we propose our own vision of more egalitarian and engaged research ethics and qualitative methodologies in the post-pandemic world.
| Type: | Article |
|---|---|
| Title: | Reflecting on Crisis: Ethics of Dis/Engagement in Migration Research |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3167/arms.2022.050111 |
| Publisher version: | https://doi.org/10.3167/arms.2022.050111 |
| Language: | English |
| Additional information: | This is an Open Access article published under a Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). |
| Keywords: | crisis; COVID-19; doctoral training; ethics; ethnography; methodology; migration |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10147254 |
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