ABSTRACT
This chapter explores the ethical dilemmas which can be encountered when conducting action research within an educational setting on young people who could be considered to be marginalised. It describes how the author sought to negotiate such dilemmas and shows insights from the above, which can inform practice as it relates to researching marginalised young people. The chapter discusses the issues pertaining to power and authority, consent, role conflict, identity, subjectivity/objectivity, boundaries, communication, transparency, anonymity, confidentiality, child welfare and the integrity of the research process. It presents a case study, which focuses upon an evaluation of an intervention to support children experiencing Social, Emotional and Behavioural Difficulties, developed and implemented by the author. Locke, Alcorn and ONeill draw attention to the difficulty in drawing boundaries around school related activity and research within the school context, given that such work often forms part of teachers normal duties as a professional.
