Thick Concepts and Their Ethical Boundaries in Educational Research

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: Higher Education

Abstract

In this paper we examine the ways in which educational researchers have studied thick concepts. Thick concepts do not merely describe a phenomenon, they simultaneously evaluate it. However, rather than clarify the ethical boundaries of thick concepts, researchers often operationalize them, thereby minimizing or ignoring their normative component. Using Alexandrova & Fabian’s (2022) framework we explain how educational researchers adopt distinct ethical approaches to study thick concepts, using teaching interventions, gender attainment gaps, and curriculum design as example cases. While agreeing with Alexandrova & Fabian (2022) that researchers should define and measure thick concepts based on stakeholders’ values and participation, a pragmatic ethical approach may further account for the unique educational contexts in which thick concepts are understood and applied.

Authors

• Stephen Sowa, University of Southampton

• Chris Brown, University of Southampton