To guide such an adaptation, I introduce three research methodologies (1)--decolonizing, participatory, and feminist--that specialize in work with underserved populations, as these approaches have a tradition of modifying the Belmont principles for community work.
However, several research ethics scholars have suggested that the Belmont principles are ill-suited to community-based research, especially as the concepts are currently applied by Institutional Review Boards (Brydon-Miller & Greenwood, 2006; Shore, 2007; Tuhiwai Smith, 1999).
To modify these important Belmont Principles, I draw from decolonial, feminist, and participatory research methodologies.
Together, these three research methodologies can help us adapt the Belmont principles to ensure the ethical practice of service-learning.
Yet respecting community partners, in the fuller sense of the word, lays the groundwork for a deeper application of all of the Belmont principles.
It is also well known that the Belmont principles were created at the urging of the state, and enacted as regulations, with the help of Kennedy Institute members who were simultaneously writing Principles of Biomedical Ethics. The original Congressional mandate to the National Commission included the command to "identify the ethical principles which should underlie the conduct of biomedical and behavioral research with human subjects and develop guidelines that should be followed in such research." Jonsen later concluded that the principles, which had become part of public law, had "met the need of public-policy makers for a clear and simple statement of the ethical basis for regulation of research."
[22.] While the Belmont principles were created simultaneously with Beauchamp and Childress's textbook, it seems clear that the textbook would not have had the influence it did if it had not articulated what would soon become the legally mandated system in human research.