undergraduate adapted physical activity CSL course. Conceptual Framework The conceptual framework for the study was relational ethics ( Bergum & Dossetor, 2005 ). The framework provided “a comparative context . . . for the interpretation and re-presentation of the data” ( Sandelowski, 1993 , p. 216). Relational
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Rebecca T. Marsh Naturkach and Donna L. Goodwin
Donna L. Goodwin and Amanda Ebert
, are of ethical concern. We examine the labor undertaken by parents of disabled children as they collide with nonconscious behaviors of inclusive community physical activity professionals. Conceptual Framework Relational ethics was the conceptual framework used to critically look at the actions or
Amanda Ebert and Donna L. Goodwin
& Volker, 2009 ). To delve into the phenomenon of moral discomfort, we used relational ethics ( Bergum & Dossetor, 2005 ). The four components of relational ethics are (a) engagement, (b) mutual respect, (c) embodiment, and (d) environment. They provided a framework to bring deep and reflexive thinking and
Kassi A. Boyd and Donna L. Goodwin
intact. Everyone, throughout their lifetime, experiences dignity of Menschenwürde to the same degree. Conceptual Framework Applying a relational ethics lens to the study of dignity encourages wakefulness to our habitual ways of being with each other in our various roles ( Bergum & Dossetor, 2005
Joanna M. Auger and Nancy L.I. Spencer
those who experience disability. Theoretical Framework In alignment with the purpose of this study, we chose a framework of relational ethics to explore and interpret the experiences of program participants. Developed within health care, this framework centers on relationships, “what they are about, how
Donna L. Goodwin and Brenda Rossow-Kimball
There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.
Kass Gibson
In this article I examine the practice of hunting in New Zealand with particular reference to the ways in which hunters make sense of hunting, the embodied experience of hunting, and the moral status of animals. Drawing on ethnographic and interview data I reflect on how the practice and understanding of hunting is guided by a form of relational ethics. As such, the social and historical development of hunting in New Zealand and meaningful connections made with the environment and animals developed through the practice of hunting work to guide hunter’s ethical perspectives rather than any universalized philosophical principles or rules. I argue that by hunting, hunters recognize and consciously engage with multiple standpoints and interests in the backcountry environment in a manner that presents particular challenges to critical studies of human-animal interactions that are frequently unable to look past hunting as killing. As such, this article works to explicate the “experiential and cultural complexities” (Marvin, 2011 p.123) of hunting with particular emphasis on the development of an ethical perspective that guides hunters in New Zealand without seeking to judge, or defend, hunting and hunters.
Larena Hoeber
-production of knowledge, positionality, reflexivity, or relational ethics were not discussed when I first learned about qualitative research methodologies, but are important and relevant now. I appreciate that it is difficult to keep up with shifts in the qualitative methodologies’ landscape. Another way to
Nima Dehghansai, Alia Mazhar, and Joseph Baker
jeopardized their anonymity. While relational ethics contributed to the shaping of the interviews (i.e., the role of CPC in recruitment and the existing mutual respect and interpersonal relationship between the sports, participants, and CPC; Bergum & Dossetor, 2005 ), the lead author, who had no prior
Nima Dehghansai, Alia Mazhar, Ross Pinder, Joseph Baker, and Ian Renshaw
), and its working relationship with the coaches and athletes (i.e., relational ethics; Bergum & Dossetor, 2005 ). Therefore, the lead author, who had no previous working relationship, facilitated the interviews and reiterated to the participants that their contributions (or lack thereof) would be kept
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