新作坊 Humanity Innovation and Social Practice

An empirical puzzle that researchers use the asymmetrical power relationship to collect data in primary and secondary schools is often attributed to the researcher’s personal unethical behaviors in the review process of the research ethics committees (RECs). However, based on the power analysis in Iris Marion Young’s theory, this paper proposes that what is behind this phenomenon is the structural injustice of Human Subjects Research (HSR)-related knowledge production. The structural injustice exists not only on the epistemological level but also on the level of social institutions and practices. If RECs want to correct this kind of structural injustice, they should first recognize the existence of the asymmetrical power relationship is generated by the interaction of educational institutions, regulations, norms, and people’s actions. Secondly, RECs need to understand the viewpoints of the involved teachers, students, and parents rather than rely only on the researchers’ translation and interpretation. As a suggestion in response to abovementioned gap for the RECs, this paper provides a case of three educational outreaches co-organized by a university-based REC and a Counseling Group of Human Rights Education of a municipal Compulsory Education Counseling Committee. The outreaches and a reference document are helpful to correct the structural injustice of HSR-related knowledge production by providing the steps of collecting data in the field of primary and secondary schools. Finally, this paper suggests that while HSR researchresults have the implications on policy recommendations or initiatives, the related human subjects’ views should be actively included in the process of knowledge production. Moreover, this paper provides both negative and positive accounts in response to possible concerns about infringing on academic freedom.