Introduction

Most researchers understand that working with human participants not only enriches and validates their research but also imposes a duty of care and due diligence which comes with appreciating what Guillemin and Gilliam described as ‘ethical tensions’ (2004: 271). Actually, the starting point of any research should be the awareness and recognition of the ethical tensions and dilemmas that might arise in a given research situation. However, while it is helpful for researchers to have clarity about ethical tensions and dilemmas, it is often difficult in practice to maintain and keep a balanced focus between critical reflection on researcher positionality and ethical responsibility for participants’ welfare. In essence, researchers must understand the ‘ethically important environments’ in which prime consideration is devoted to the ‘welfare and integrity of the individual participants involved in the research’ (Guillemin and Gilliam, 2004: 271). Thus, researchers require not just a ‘common sense’ understanding that draws on their experiences and knowledge but must also exhibit a comprehensive ethical and methodological reflection, when undertaking challenging research. Nonetheless, nothing compares to the peculiar uncertainties and difficulties that arise when conducting research in fragile or conflict-affected environments where managing ethical tensions and ethical moments requires flexibility and adaptability.

This chapter is based on my experience while undertaking doctoral research in the northern region of Nigeria where persistent conflicts occasioned by the brutal terrorist attacks perpetrated by Boko Haram insurgents massively destroyed the regional economy, disrupted livelihoods, and created pervasive insecurity. Boko Haram are a notorious Islamic statesponsored, Jihadist terrorist group operating in the predominantly Muslim north of Nigeria (also parts of Chad, Niger, and Cameroon republics) for over a decade. They kidnapped, in April 2014, the Chibok schoolgirls. ‘Boko Haram’ in Hausa language means: ‘Western education is sinful’. The lessons and insights garnered from the experience of undertaking research in that context constitute the focus of this chapter. The experience of undertaking fieldwork in an unstable and fragile context is not novel to me. However, the peculiar insights gleaned from the unorthodox practices and unconventional norms that characterised the research endeavour is what this chapter contributes to the burgeoning literature of researching in uncertain times and in difficult regions where the work is challenged by many risks that could impede success.