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Informed consent in a confucian heritage culture: Complexities and dichotomies

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Abstract:

In this paper I argue that just as educational policies and practices may be comprised in the process of transfer so too may the conceptual vehicle of inquiry, the research methodology used to draw inferences, fail to resonate in cultures that are distinct from the culture in which its embedded concepts were germinated. In particular, I discuss some of the practical methodological challenges that I encountered whilst dealing with informed consent while conducting a research project in three schools in Hong Kong. I found that informed consent with its emphasis on individual autonomy was at odds with the norms of the largely collectivist, hierarchical, Confucian Heritage Culture (CHC) of Hong Kong. Viewed through Western frameworks of understanding the negation of informed consent has detrimental connotations as it compromises the fundamental concept of the individual’s right to choose. However, I found that when viewed through a Confucian lens this was not a deliberate or intentional infringing of rights but an acceptable manifestation of familial and paternalistic relationships that guide inter-personal interactions in such societies.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494236_index.html
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MLA Citation:

Katyal, Kokila. "Informed consent in a confucian heritage culture: Complexities and dichotomies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494236_index.html>

APA Citation:

Katyal, K. R. , 2011-05-01 "Informed consent in a confucian heritage culture: Complexities and dichotomies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494236_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this paper I argue that just as educational policies and practices may be comprised in the process of transfer so too may the conceptual vehicle of inquiry, the research methodology used to draw inferences, fail to resonate in cultures that are distinct from the culture in which its embedded concepts were germinated. In particular, I discuss some of the practical methodological challenges that I encountered whilst dealing with informed consent while conducting a research project in three schools in Hong Kong. I found that informed consent with its emphasis on individual autonomy was at odds with the norms of the largely collectivist, hierarchical, Confucian Heritage Culture (CHC) of Hong Kong. Viewed through Western frameworks of understanding the negation of informed consent has detrimental connotations as it compromises the fundamental concept of the individual’s right to choose. However, I found that when viewed through a Confucian lens this was not a deliberate or intentional infringing of rights but an acceptable manifestation of familial and paternalistic relationships that guide inter-personal interactions in such societies.


Similar Titles:
Confucianizing Modernity and Modernizing Confucianism: Can China Be the New World Leader in Green Political Thinking by Calling upon Its Confucian Heritage as an Inspiration to Creating a Postmodern Model of Development and Society?

Lessons learned: Complexities in education focused on history, culture, and heritage in Belize


 
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