Malgré les injonctions institutionnelles (ONU, 2006), les personnes autistes demeurent peu engagées dans des processus favorisant leur expressivité sociétale (Ebersold, 2015). Dans une approche ...anthropocentrée, le programme Participe 3.0 accompagne, via des systèmes innovants de réalité virtuelle, des adultes autistes dyscommunicants vers plus de participation et d’interactions sociales, dans leur projet d’habitat inclusif partagé. Comment, pour ces personnes avec troubles cognitifs, langagiers et psycho-sensoriels, historiquement marginalisées, favoriser l’autonomie décisionnelle, vectrice de reconnaissance sociale ? Comment, par des artefacts en communication alternative, minorer les processus de silenciation et permettre « un climat herméneutique inclusif » capable de dépasser les préjugés identitaires (Fricker, 2007) ? Les résultats montrent l’importance d’un dispositif collaboratif, où les médiations humaines et numériques favorisent une éthique centrée sur le sujet-participant, en reconnaissance de « ses capacités, sa singularité » (Bourdon, 2021; Sen, 2009).
Despite institutional injunctions (UN, 2006), autistic people remain little involved in processes that promote their social expressiveness (Ebersold, 2015). Taking an anthropocentric approach, the Participe 3.0 programme uses innovative virtual reality systems to help dyscommunicative autistic adults to participate more fully and interact socially in their shared inclusive housing project. How can these people with cognitive, language and psycho-sensory disorders, who have historically been marginalised, be encouraged to make their own decisions, thereby gaining social recognition? How can alternative communication artefacts be used to minimise the processes of silencing and create an 'inclusive hermeneutic climate' capable of overcoming identity-based prejudices (Fricker, 2007)? The results show the importance of a collaborative system, in which human and digital mediations promote an ethic centred on the subject-participant, in recognition of "his or her capacities and singularity" (Bourdon, 2021; Sen, 2009).
We understand responsible leadership as a social-relational and ethical phenomenon, which occurs in social processes of interaction. While the prevailing leadership literature has for the most part ...focussed on the relationship between leaders and followers in the organization and defined followers as subordinates, we show in this article that leadership takes place in interaction with a multitude of followers as stakeholders inside and outside the corporation. Using an ethical lens, we discuss leadership responsibilities in a stakeholder society, thereby following Bass and Steidelmeier's suggestion to discuss "leadership in the context of contemporary stakeholder theory" (1999: 200). Moreover, from a relational and stakeholder perspective we approach the questions: What is responsible leadership? What makes a responsible leader? What qualities are needed? Finally, we propose a so-called "roles model" of responsible leadership, which gives a gestalt to a responsible leader and describes the different roles he or she takes in leading stakeholders and business in society.
This article is dialogic. Several voices engage together from the loci of embodied, relational, and textual standpoints. Tacitly informed by the voices of friends, colleagues, and respected others, ...the first and second authors have a conversation with and between themselves, and with readers. This is conducted around the presence of a boxed-text voice, written more formally and rhetorically by the first author. The main story is the authors’ critical reaction to selected aspects of the “Tolichist” voice. This voice is regarded as promoting epistemic violence toward critical and creative analytical autoethnographers, in the areas of relational ethics and methodology. The other related—back, subsidiary, and implicit—stories emerging include alienation from the insidious cultural backdrop of patriarchy and misogyny; two conceptions of “autonomy”; the development of a neophyte critical autoethnographer; colonization and resistance; the bifurcation of assumptions about autoethnographic writing; and the importance of philosophy for autoethnographic scholarship. The article ends in a meta-reflexive exchange between both authors about its content.
This paper makes an intervention highlighting the animal dimension of military geographies as an overlooked yet illuminating aspect of the hybrid nature of warfare. By bringing animal geographies ...into dialogue with critical military geographies and with a focus on relational ethics, the processes, performance and consequences of the more-than-human nature of the battlespace are examined through a vignette of Wojtek the bear. Wojtek was a mascot, pet and officially enlisted soldier of the Polish Army in the Second World War who travelled the desert plains, helped to fight at the Battle of Monte Cassino, before being demobbed with his fellow Polish comrades in the UK, eventually ending his civilian days in Edinburgh Zoo. Although a well-known figure Wojtek and his biography have predominately been used as a means to explore the Polish soldiers’ experience of the Second World War with the result that the bear as an animal is absent. This paper, therefore, puts the bear back into his biography in order to acknowledge the role and lived experience of animals in the military. Further, it suggests that exploring the place of animals in the military requires geographers to articulate the hybrid nature of warfare and also to explore the ethico-political relations this produces.
This article maps current thinking in the emerging field of responsible leadership. Various environmental and social forces have triggered interest in both research and practices of responsible ...leadership. This article outlines the main features of the relevant research, specifies a definition of the concept, and compares this emergent understanding of responsible leadership with related leadership theories. Finally, an overview of different articles in this special issue sketches some pathways for ongoing research.
This article focuses on relational ethics in research with intimate others. Relational ethics requires researchers to act from our hearts and minds, acknowledge our interpersonal bonds to others, and ...take responsibility for actions and their consequences. Calling on her own research studies, the author examines relational ethics in ethnographies in which researchers are friends with or become friends with participants over the course of their projects. Then she examines autoethnographic narratives in which researchers include intimate others in stories focusing on their own experience. Considering ethical responsibilities to identifiable others, she discusses writing about those who are alive and those who have died. She then reflects on the ways co-constructed autoethnographies circumvent some of the ethical issues in traditional qualitative studies on unfamiliar others, yet avoid some of the ethical concerns in writing about intimate others. The last section presents advice for those who long to write about intimate others.
Amidst a winter snow storm we drove slowly and carefully to our research site. Leaving much earlier than usual we wanted to be there to greet the indigenous youth who we had come to know in the ...process of inquiring into their ongoing identity making. We came to know them over several months in a junior high school arts club and had developed relationships with them that were marked by care. In attending to care, Noddings (1984) offered us a way to think about ethics. Yet Noddings did not explicitly turn her attention to an ethics for research, rather her focus was on an ethics of care in moral education. Drawing on our work alongside indigenous youth we show how these four components of an ethics of care shaped our narrative inquiry and show how a relational ethics builds on, and extends, an ethics of care in narrative inquiry.
Cowboys and pirates are sometimes romantic figures with contested genealogies that bridge and breach dangerous shores of their motivation and acceptability. These critical autoethnographic informed ...essays engage explorations of our romanticized and politicized orientations to the cowboy and the pirate as they stand in the historiography of our lived experiences, or the socio-political constructions that establish a relational dynamic in culture and human social relations.
The use of categories is a contested subject in social sciences. The use of social categories allows researchers to explore similarities, differences, and inequalities between groups of people. ...However, by using social categories, researchers run the risk of essentializing differences. The aim of this article is to problematize the procedural and relational ethics of using categories in research with children. Based on two research projects studying inclusion and exclusion in physical education, we examine the ongoing ethical dilemmas of categorizing children in terms of disability and ethnic background. The reflections are grounded in intersectional and relational ethical perspectives with a focus on how power is manifested in practices and structures throughout the research process. The data consist of field notes, transcripts of interviews with children and their parents, and the authors’ reflective accounts. The results are organized into three main themes: (1) How categories frame the research in its initial phases (informed consent and voluntary participation), (2) power relationships in context (navigating meanings of categories in the interviews and the relational ethics of generational ordering in combined interviews with children and their parents), and (3) (re)constructing stories and ensuring anonymity. In the discussion, we reflect on how singling out groups of children framed the research, how categories and power relations were negotiated and navigated in interviews and fieldwork, and how, in the reporting of the results, understandings of the children and their experiences were constructed. We argue that by not reflecting on the ethics of categorizing children in research, researchers are in danger of reproducing rather than challenging social inequality and discrimination.
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