Insiders and Outsiders: The Ethics of Insider Research When Investigating Australian Alternative Learning Environments

Abstract

The young people who attend alternative learning environments (ALEs) are often termed as being vulnerable, disengaged or “at risk”. They are learning on the margins of conventional schooling owing to “institutional othering” that impacts significantly on their transition journeys beyond secondary school. The avoidance of NEET (not in employment, education or training) status could be seen as a dominant discourse within ALEs. However, a narrowly focused curriculum can exacerbate existing barriers to crossing class borders by limiting opportunities for empowered young people to be socially mobile. This chapter explores ethical issues surrounding informed consent and insider status when researching with marginalised youth. The logistical issues that come with researching in this field are also considered, as is the impact that they have on youth voice.