ABSTRACT
Chapter 2 is an organisational chapter outlining the book’s student-as-researcher pedagogy, assuming students arrive at graduate school with a developed sense of ethical behaviour that is realised within a safe classroom environment. Expectations are established in the first class; research integrity requires researchers not only to have knowledge of ethics but to have the courage to use it when they uncover an ethical dilemma in the field. The chapter also explains what the book is about and what it is not. The book addresses qualitative research methods, ethical theorising, and the role of procedural ethics committees, but that is not book’s focus. Its focus is on creating novice researchers’ ethical selves by helping them reason through real-world situations, while supporting them in recognising how to use their ethical intuitions by engaging ethical imagination and ethical reasoning to come to solutions and act on them.
