FOCUS: ETHICS AND CONSENT – In Person Workshop
Our first session, returning to Action Research, focused on ethics — a topic that is fundamental to research practice, yet I initially found it overwhelming in scope and complexity. The session prompted me to reflect not only on formal ethical frameworks, but also on my responsibilities and position as a practitioner–researcher working within an educational setting.
The session began with an activity led by Malika and Kwame (M&K), who asked us to list the actions we had taken so far that day. Working in groups revealed how differently we interpret the idea of “action”. Some focused on everyday behaviours, while others framed actions as deliberate steps towards problem-solving. This exercise highlighted how often we overlook the ethical weight of our actions and set the tone for understanding action research as a reflective and intentional process.
M&K framed Action Research as a form of problem-solving, where identifying an issue must be accompanied by the question: what can I do about it? Planning actions, reflecting on their impact, and revisiting decisions were presented as essential to ethical practice. This approach aligns with McNiff and Whitehead’s You and Your Action Research Project, in which action research is described as non-linear and cyclical, often involving revisiting earlier stages as understanding develops.
The introduction of the ethics planning form marked a shift from discussion to responsibility. I felt immediately daunted because formal ethical documentation is unfamiliar to me and falls outside my usual professional experience. M&K directed us to the BERA Ethical Guidelines for Educational Research (Fifth Edition, 2024), which they described as the industry standard. While reassuring, their scale and ambition felt intimidating, and I questioned how such comprehensive guidelines translated to small-scale practitioner research.
Further conversations with colleagues helped to contextualise these concerns. Speaking with Karen Tang, a Foundation tutor and PhD researcher, led me to explore UAL’s own ethical frameworks. I found reassurance in UAL’s stated commitment to maintaining rigour and integrity in all aspects of research. I also encountered UAL Ethics for Making, a resource aimed specifically at creative practitioners. Its exploration of consent, collaboration, representation, freedom and responsibility — through the documentary Justine — felt accessible and directly relevant to my own teaching and research practice.
TA key ethical challenge discussed during the session related to consent, particularly when working with under-18 students on the Foundation programme. Initially, it was unclear whether parental consent would be required for students to participate in my Action Research Project. Suggestions included excluding under-18s from the data, which I felt would be neither inclusive nor representative. Through further research, including guidance on the gov.uk website, I clarified that parental consent was not required in this context. While this resolved the immediate issue, it raised broader questions about how autonomy and agency are unevenly assigned at the threshold between childhood and adulthood — an issue I recognise as worthy of future exploration.
The morning session concluded with a discussion of methodology and data. M&K emphasised that familiar teaching practices — such as feedback, observation, and group discussion — already constitute forms of research. This reframing helped me see ethical planning not as an administrative hurdle, but as an integral part of reflective practice. Considering what data I wish to collect — whether relating to student experience, engagement or learning — has reinforced that ethical responsibility underpins every stage of the action research cycle, shaping both the methods I choose and the actions I take.
Next Steps
Reflecting on this session, my immediate next steps include:
- Creating a formal ethics planning document using the UAL ethics template, ensuring that consent, anonymity and data use are clearly defined.
- Reviewing my proposed research activities through an ethical lens, particularly in relation to working with under-18 students.
- Aligning my methods with both institutional guidance and action research principles, so that ethical considerations remain embedded throughout the research cycle rather than treated as a one-off requirement.
Bibilography
Kara, H. (2020) Creative Research Methods: A Practical Guide / 2nd Edition. (Bristol University Press)
McNiff, J. Whitehead, J. (2016) You and Your Action Research Project / 4th Edition (Routledge)
McNiff, J. (2013) Action research: principles and practice. 3rd edn. London: Routledge
McAteer, M. (2014) Action Research in Education (Sage Publications Ltd)
Bell, J. Waters, S. (2014) Doing Your Research Project (McGraw Hill Education)
Gray, C Malins, J. (2004) Visualizing Research: a guide to the research process in art and design
Digital
Research with children and young people (no date) Department for Education User Research Manual. Available at: https://user-research.education.gov.uk/guidance/ethics-and-safeguarding/research-with-children-and-young-people#:~:text=2.,to%20participate%20in%20your%20research. (Accessed: 08 January 2026).
https://www.arts.ac.uk/research/research-standards-and-ethics