Navigating Ethical Tensions Through Critical Reflexivity: A Participatory Filmmaking Research Project With Children With Disabilities

Abstract

This paper illustrates the importance of critical reflexivity in guiding socially and ethically responsible participatory research through an analysis of reflexive notes pertaining to the process of a participatory filmmaking research project with children with disabilities. Within this process, numerous ethical tensions emerged in the field regarding the participation of children with disabilities, authenticity of stories shared, navigating facilitator’s voice, issues of representation of child co-researchers, safety and risks associated with sharing everyday realities within the film, and limits to immediate action. The practice of individual and shared critical reflexivity among researchers, and inclusivity of child co-researchers, was central in navigating ethical tensions. This paper makes transparent the process of critical reflexivity within a participatory action research project by highlighting the ethical tensions faced, contextualizing them within cultural practices and power relations, and sharing strategies used to address ‘ethics in practice.’ We end by proposing practical strategies to enhance reflexive research practices in participatory work.