ABSTRACT
Chapter 5 focuses on teaching research ethics. It maps recent developments in humanities research ethics and promotes learning activities based on the sharing of ethics-related research experiences as a means to bring the concepts of consent, confidentiality, and integrity, among others, vividly into relief. A significant portion of the chapter is devoted to developing skills in handling the ethical dimensions of common data-collection methods in qualitative research. Emphasis is placed on affording scope for students to work through issues (e.g. in simulated activities), as opposed to relying solely on the supervisor–supervisee relationship. Finally, attention is drawn to the importance of ethics account-giving in the writing up of academic research: that is, going beyond simply declaring that a project has received institutional ethics approval by elaborating on key decision-making points, interpersonal tensions (e.g. with gatekeepers), and their impact on how the research process unfolded.
