Researching with teachers about their pedagogy through an inclusive methodological approach: Some ethical considerations

This paper reports on an ongoing study that explores inclusive pedagogy with six teachers in Hong Kong through an inclusive methodological approach. It discusses some of the key methodological challenges of ethically recognising the teachers as credible producers of their pedagogical knowledge (rather than, as subordinate research objects). For example, how and to what extent can the teachers be involved methodologically without affecting the trustworthiness of the study? Who is to decide what counts as evidence of their inclusive practices, and on what basis is this decision made? Is it possible for the researcher to remain non-judgmental throughout the processes of the study?