ABSTRACT
Chapter 3 begins with another singular provocation. It focuses attention on a fictitious scenario, Eve’s story, that is read in less than five minutes. Like the audio-recording device that was plopped in front of the students on day one, Eve’s story is also sprung on students. Invariably, this provocation engages students to draw on their basic knowledge of ethics. The learning that develops is trialled and then used to examine a chapter from Venkatesh’s Gang Leader for a Day. The sequencing of the task is pedagogically important. The students come to understand ethics through Eve’s story and take that learning to published texts. They develop their skills in taking cases apart and putting them back together again ethically. They moved from the hypothetical “this could never happen” to the real. It did happen. This pedagogy reinforces the importance of gaining informed consent prior to conducting research and considering who can or might access the data.
