The potential for video to inform, construct, illuminate, distort and perhaps even produce certain types of pedagogies is enormous. Providing a means of understanding teaching and learning through such visual means, however, poses enormous ethical challenges. Video researchers, in responding to their own local ethical tenets (including those of institutional ethics committes) and in consideration of international law concerning privacy, rights and safety, must traverse this complex domain. This collection offers a series of considerations for the future of video ethics for education in a contemporary era of visual 'open-ness' heralded by the Video Journal of Education and Pedagogy. Based on the provocation offered in Jayne White's editorial "Video ethics and young children" contributors explore the extent to which traditional ethical approaches to the field may be limited and, as a consequence, limiting; and offer fresh insights for consideration.
Edited by Jayne White and Kathrin Otrel-Cass