Marta Sałkowska

The paper tackles issues related to selected both ethical and practical aspects of conducting research among persons with disabilities and their relatives that constitute a vulnerable social group. The author analyzes its consequences in the research process, discusses the significance of the research problem undertaken both for the development of academic knowledge and for research participants, and analyzes the conditions for obtaining informed consent. Limits of sociological interview and researcher’s engagement are also discussed.

This article is a translated and modified version of the text that was published in the previous issue of “Zoon Politikon”. See: Marta Sałkowska, Wybrane etyczne aspekty realizacji badań wśród osób z niepełnosprawnościami i ich bliskich, "Zoon Politikon" (8) 2017, DOI: 10.4467/2543408XZOP.17.003.9267.
 

The paper tackles issues related to selected both ethical and practical aspects of conducting research among persons with disabilities and their relatives that constitute a vulnerable social group. The author analyzes its consequences in the research process, discusses the significance of the research problem undertaken both for the development of academic knowledge and for research participants, and analyzes the conditions for obtaining informed consent. Limits of sociological interview and researcher’s engagement are also discussed.

The Human Rights and Disability Debate was organized within the 17th Polish Sociological Congress that took place in Wrocław in September 2019. It was the first time that the Sociology of Disability Section organized and chaired a series of sessions dedicated to the disability. Sessions were not only sociological, but also tackled disability from different perspectives, both practical and academic (participants were an interdisciplinary group of academics, researchers and practitioners).

The objective of this article is to critically and reflectively describe the idea of education for sustainable development (ESD) in the context of higher education. We tackle the possibilities of implementation some useful skills and competences in the process of students’ sociological training. Firstly, the concept of ESD is discussed and its framework is presented focusing on the social aspect of sustainable development. Then we introduce a link between sociological training and ESD, as well as the challenges faced by the academy, academic teachers and students. We evaluate the case of the field research (vocational) sociological training for students and discuss the findings in the context of ESD. We present how aspects of Participatory Action Research (PAR) can be used in teaching social competences useful from the perspective of young people. We focus on competences obtained by students – professional as well as interpersonal or even personal. With such competences students can further deepen their awareness of sustainability and inclusion, policy and decision making processes.