Overcoming Ethical tensions in education research through an intentional teaching and activism model

While conducting research with teenage girls in Melbourne, Australia several ‘ethically important moments’ (Guillemin and Gillam) arose where the multiple aspects of researcher identity – teacher, feminist and PhD student – came into tension. This article outlines the multiple identities researchers can bring to a research project, specifically in education research settings. Through a case study of the ethically important moments, this paper outlines a model for qualitative research with young people in school settings that includes intentional teaching and activism. By planning for strategic settings, intentional interruption and responsive reciprocity, this article argues that researchers who want to maintain their ethical integrity while taking the opportunity to teach and do activism are able to do so.