Enriquez, J Childcare Ethics: Is ethics a childcaring one? In: Frankel, S and Kay-Flowers, S, (eds.) The Ethics of Unlocking Research with Children: Creativity, Agency and Change. Emerald. (Accepted)

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Abstract

A rights-based approach has been dominant when it comes to the ethics of engaging children in research. Increasingly, a child’s rights have been emphasised in advancing their voice and agency in postmodern literature and research approaches. Such rights are always conditioned and conditional with children’s perceived vulnerability. Rights are self-centred and the ethics that upholds them are adult orientated. It is in this context that care is enrolled into the matter of concern of ethics. This chapter aims to reframe vulnerability as a relational effect that could not easily be pinned down with the normative subject of ethics. It will do so by exploring a care-based ethics approach through Bruno Latour’s relational philosophy. Latour’s notions of translation, delegation and composition are employed to invite care-ful ethical thinking. Care is oriented towards relations that reveal material conditions not easily exposed to ethical rights. A cared or caring subject is the self with others, involved in vulnerable relationships and entangled with responsibilities. The liminality of care thinking in research ethics is evident in empirical studies where a matter of care comes into view in ethics-related considerations through the disclosure of the ‘exclusion’ of children due to perceived vulnerability. This chapter is inviting anew the doing of ethics as if it does (child)care about ways of rendering the world less harmful in how we understand risk and safety alongside our methods, tools and ways of questioning and framing our ethics-related documents.

Item Type:	Book Section
Subjects:	B Philosophy. Psychology. Religion > BJ Ethics L Education > L Education (General)
Divisions:	Education
Publisher:	Emerald
SWORD Depositor:	A Symplectic
Date Deposited:	12 Dec 2024 10:08
Last Modified:	12 Dec 2024 10:08
Editors:	Frankel, S and Kay-Flowers, S
URI:	https://researchonline.ljmu.ac.uk/id/eprint/25075

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