ABSTRACT
This chapter explores how safe houses relate to macroethical objectives for minority and multilingual students and the implications of research process and ethical decisions for other researchers in related contexts. Classroom safe houses provide a vantage point for understanding student's own learning styles, values, needs, and agendas in order to develop pedagogies that are both fair to them and effective for instructors and institutions. The chapter shows how the microethics of care will actually lead to broader changes in the researcher's own positioning, leading to relevant attitudinal and values changes. The ethics of care model's underlying premise is that research is primarily a relational activity demanding the researcher's sensitivity to, and emotional identification and solidarity with, the people under study. In applied linguistics, researchers have identified the implications of classroom safe houses for practicing languages and discourses censored in educational institutions and their curricular policies.
