This article analyses ethical and methodological challenges in participatory, community-oriented research with refugee children in intercultural contexts. Drawing on childhood studies and intercultural education, it argues that research ethics in education extends beyond procedural regulations – constituting instead a constant negotiation of relationships, power, and meanings, requiring reflexivity and contextual sensitivity. The analysis is based on participatory oriented research (2022–2024) with Roma children from Ukraine in Warsaw and Nadarzyn, using observation, informal interviews, artwork, and collaboration with Roma community researchers. Key themes include the experience of being ‘nowhere’ and ‘in between’, adaptation difficulties, (non)presence in the education system, and drawing as a safe voice. Ethical dilemmas discussed include adultism, informed consent in diverse cultural contexts, sensitive data protection, and situational ethics. Cooperation with Roma researchers proved crucial for building trust and ensuring epistemic justice. The conclusions call for methodological pluralism, inclusion of community researchers, reflexivity, and treating ethics as a process rather than a one-off procedure.
Urszula Markowska‐Manista (Tue,) studied this question.