Abstract
Research participants are crucial to the success and effectiveness of education research projects. It is equally crucial for researchers to ensure that participants find the experience of participating in such a project positive, engaging, and (where possible and appropriate) educational. This double-edged contention highlights the ideological and political positioning of researchers and participants alike (Freeman, deMarrais, Preissle, Roulston, & St. Pierre, 2007). This contention also draws attention to the importance of maximizing participant agency (DePalma, 2010), and the impact of negative research project experiences on participants' subsequent willingness to engage in future projects (Mitchell, 2010).
