Ethics for educational research in regions of protracted armed conflict and crisis: a participatory community project in the Lake Chad region.

This article critically examines the ethics of conducting community-based participatory research (CBPR) with populations affected by protracted armed conflict and crisis in the Lake Chad region, encompassing Nigeria, Chad, Cameroon, and Niger. Using a postcolonial framework, the research highlights the importance of negotiating cultural practices, religious belief systems, and power dynamics by involving local actors—including NGOs, community leaders, and peer researchers—in all phases of the project. Employing participatory photography (Photovoice), the study fostered trust, supported the local economy, and facilitated sustainable skill development among young people and community members, thereby promoting agency and social justice. The findings underscore the complexities of ethical research in conflict-affected settings and advocate for culturally sensitive, collaborative approaches that challenge Eurocentric research dominance while recognizing local knowledge and lived experiences.