Using participatory approaches raises additional ethical concerns which need to be carefully considered and addressed. Every project will present unique ethical challenges. Conducting participatory methods in an ethical way requires an iterative, reflective, proactive approach to ethics which can mitigate the risks of this type of work.
Practical advice (described in the drop-down box at the bottom of this page) and checklists exist, but these will be ineffective if implemented in an isolated “tickbox” manner without a principled approach to project management which is commonly understood by all involved. Therefore, the table of ethical considerations provided below is not exhaustive, nor applicable to all scenarios, and will manifest differently depending on context. However, this page may offer a helpful starting place for reflection.
It is also important to evaluate whether participatory approaches are the most appropriate methods if ethical concerns cannot be sufficiently addressed. A range of methods may be needed.
Often when working with marginalised groups, and in contradiction to what is considered best practice, safeguarding can become a force that restricts facilitators in how they work with participatory processes. The punitive culture around safeguarding procedures within sectors such as child protection (the result of serious transgressions by aid staff) can pose a barrier to any form of risk taking. Yet risk is understood to be an inherent part of any participatory process (particularly Action Research) that engages with marginalised people who are experiencing injustice. What matters, then, is not whether to take a risk, but how to assess and mitigate potential risks to be able to act to create change, which sometimes calls for disrupting dynamics and the status quo.
Example: Considering risk and ethics in a programme focused on addressing the worst forms of child labour
The CLARISSA programme focused on addressing the worst forms of child labour in Bangladesh and Nepal. Every day a child is engaged in the worst forms of child labour, they are exposed to high levels of risk and harm ‒ this was the injustice the programme focused on.
In this case, the programme took the following approach:
- Adopting an iterative approach with the institutional ethics board (of the Institute of Development Studies) to allow updates and reviews.
- Building a collective approach to ensuring wellbeing where support was required, and embedding risk assessments and mitigation strategies in the participatory processes themselves.
- Employing safeguarding leads in the two countries of focus (Bangladesh and Nepal).
- Convening facilitators, safeguarding leads and participants in discussions around risk and mitigation strategies.
- Training for all staff on psychosocial wellbeing.
- Setting up extensive referral systems for participants potentially facing re-traumatisation in the telling of their life stories
Further resources
There are many helpful resources on this website and elsewhere for further reflection on ethics, including:
Volume 4:1 of Action Research Journal (focusing on ethics) (available with institutional journal access).
People-driven solutions: An introduction to facilitating deep participation for systemic change through Systemic Action Research programming – a practical reflection guide for practitioners and researchers, especially those working with marginalised groups, including guidance on safeguarding.
Disability inclusive research – offers practical and reflective guidance for working with disabled people.
Action Research Podcast on “ethics in Action Research” with Mary Brydon Miller
Methodologies – approaches for designing participatory projects.
Case studies – exploring how participation has played out in practice.
‘Broadening the Bandwidth of Validity’ in the SAGE Handbook of Action Research.
‘Choice and Quality in Action Research Practice’ in Management Inquiry (available with institutional journal access).
Navigating the Necessary Risks and Emergent Ethics of Using Visual Methods with Marginalised People – this article is available in full with institutional journal access. Many of the ideas are also discussed on the Participatory Video methodology page.
Practical advice
| Ethical considerations | Possible mitigation strategies |
|---|---|
| Often it is not possible to completely anonymise research data which comes from participatory methods as this data usually qualitative and deeply embedded in context. If you were to anonymise the data through the removal of contextual and personal characteristics, the data would diminish in value. | Work with participants and local partners to understand the risks to participants should any information they share be connected to them. Clearly state these risks. Seek new informed consent for each step of a process and for each new use of participant information. Different outputs will have different audiences and different associated risks. These need to be communicated clearly and permission sought for each. |
| Many participatory approaches are conducted in groups, therefore confidentiality within the group cannot be maintained. | While it is not possible to account for the actions of group attendees outside of meetings, setting ground rules and expectations with groups can help to create greater levels of confidence. |
| Participatory approaches tend to deal with difficult (and possibly traumatic) subjects and can therefore retraumatise or upset participants. | Be prepared to respond to emotional upset and plan to have appropriate psychosocial support available. Learn to recognize signs of discomfort or distress and always provide opportunities for participants to leave or stop their participation. Consider training in trauma-sensitive facilitation practices. Be self-aware. Listening to the trauma of others can cause unanticipated responses from facilitators. |
| Participatory approaches are often practiced with particularly marginalised groups. | If possible, having a safeguarding lead who can signpost or provide supportive services to participants should there be a need. |
| Many participatory approaches, when they are aimed to be emancipatory, challenge existing power hierarchies. This can lead to conflict as not everyone’s interests will be met. Also, this might bring less powerful people (often those who are extremely marginalised by society, culture, political structures, economic conditions) into contact/conflict with more powerful people in their communities and societies. | Know the context you are working in. Consult with local partners who will be able to advise on stakeholders. If appropriate/advisable consider informing / involving gatekeepers and seeking permission from leaders in the community. Work with participants to identify possible risks and methods for reducing risk. |
| Participatory approaches (especially research which is action-oriented) can raise expectations of change and support which cannot be met within the timeframes/resources of projects and programmes. | Be realistic and honest about project limitations, outcomes, and impact from the start. Have a plan (and budget) for returning to participants and sharing any findings and analysis that takes place after engagement. |
| Participatory approaches can include long processes which are time consuming and may detract from people’s daily lives, costing them income, opportunity. | Discuss with participants ahead of time what you anticipate the time/resource commitment to be. If appropriate, consider options for renumerating participants to account for their time. Local partners and participants themselves will be able to tell you what a fair renumeration policy is. Work with participants to determine a convenient time to meet. This might be outside normal business hours to accommodate cause minimum disruption to their schedules and responsibilities. Consider whether you can provide onsite childcare services so that people who normally don’t participate due to these responsibilities have an opportunity to take part. |
| Participatory approaches create space for the emergence of plural perspectives which might lead to conflict and disagreement within a group. | Talk with participants and decide on ground rules for the group. Ensure that everyone agrees to standards of conduct, such as respect for others, open listening and that you have the necessary facilitation skills to address any conflict that arises in the group. |
