Abstract

The ethical scenarios, dilemmas and ethical considerations in research that we choose to discuss as educators can be influenced by a mixture of our understanding, professional background, and biases which we hold. Some topics areas are essential to the understanding of our students, the way in which we deliver them and the stories we tell may vary. When the influences on what we consider to be important are formed from our own cultural background and experience there is the potential of coloniality to our choice of delivery and topic. For example, what may be an ethical dilemma for someone may not be for another. This is influenced by geographic location, religion, or other aspects of identity. Research ethics in the classroom can therefore be challenging, especially when considering the historical context and the harmful legacy of unethical research. Being aware of our students and their own backgrounds can, and should, inform the approach taken. The session will focus on how we began to undertake a decolonial approach to the delivery of research ethics. We will take you on our own journey through the widening of topic areas beyond the unethical practices of Zimbardo and Milgram, through to getting students to think about how to gain consent from those who may be possessed. The aim throughout this session being to challenge the Western, Euro-Centric, global North, traditional approach to the delivery of research ethics education and discussion within the classroom.