A Trip to Guatemala
Conducting Research in a Foreign Country
DOI:
https://doi.org/10.21423/jume-v16i2a561Keywords:
IRB, Participants, MathematicsAbstract
Our research institutions in the US do an excellent job of both protecting participants and allowing researchers to ask and answer new questions. When a researcher embarks on a journey to examine educational spaces in another country, how does and IRB protect or hinder research attempts? This paper documents the journey of one researcher examining the line between researcher and friend. Questions are posed about protection of participants, power of the IRB, and how data might be collected or shared.
References
Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Towards a new equity research agenda. Mathematical Thinking and Learning, 4 (2&3), 145-187. https://www.researchgate.net/publication/233461550_Enabling_the_Practice_of_Mathematics_ DOI: https://doi.org/10.1207/S15327833MTL04023_4
Gutiérrez, R. (2009). Framing equity: Helping students "play the game" and "change the game.". Teaching for excellence and equity in mathematics, 1(1), 4-8. https://www.todosmath.org/assets/documents/TEEMv1n1excerpt.pdf
Milner, H. R. (2012). But What is Urban Education? Urban Education, 47(3), 556 –561. https://doi.org/10.1177/0042085912447516 DOI: https://doi.org/10.1177/0042085912447516
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Copyright (c) 2023 Natalia Bailey
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