Abstract
In any circumstance, investigating educational phenomena is a complex challenge, because educational sciences comprise multiple disciplines (Erdoğan, 2021) and, therefore, multiple ontological and methodological perspectives. Additionally, the field of education policy is oriented towards understanding and solving global problems (Harwell, 2011), rather than pursuing explanatory paradigms to understand local problems (Tedesco, 1986). Therefore, the complexity becomes more entangled in school contexts of marginalization and insecurity when understanding relationships and interactions means personal risks for participants and researchers, as well as difficulties in obtaining reliable data. In research, decisions about design and methodological options are key; however, ethical considerations become essential to contribute to the scientific nature. Common ethics call for confidentiality and informed consent to “do no harm,” but these are not sufficient guidelines for research in educational situations of insecurity and marginalization. Based on a five-year research program in public schools in unsafe contexts, this article will point out the ethical guidelines necessary to protect the dignity and safety of people, as well as achieve quality data. The findings point to mutual benefit, obtaining an accurate reflection of reality, considering personal and emotional safety, and generating trust. With these findings, this article contributes to the field of educational research, with ethical guidelines to protect dignity in contexts of insecurity and achieve reliable data, emphasizing relationships as key.
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