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1.
ABSTRACT

Ensuring young children’s competence to participate meaningfully in the informed consent process is a troublesome ethical issue. Evolving recognition of the influence of context and relationship, researcher perspective, and researcher responsibility to provide adequate support has advanced understanding of how this might be achieved. Here, we report the findings of the pilot trial of a new approach that used an ‘interactive nonfiction narrative’ to enhance young children’s capacity to provide meaningful informed consent. This innovative approach employs (re)telling strategies and technology (interactive) to convey factual information about the research (nonfiction) via a story (narrative) to promote participant understanding. Case studies of two 3-year-old boys and their mothers captured participants’ understanding of the informing and consent process. Data collection in the child’s home took place over 11 weeks and included conversations with children and semi-structured interviews with parents on three occasions, together with videos of children interacting with the informing story. We found that children understood many of the key concepts, including the research problem and how they could ‘help’ (participate). Children also understood that they could cease their participation, with one boy exercising his right to opt out towards the end of the study.  相似文献   

2.
Using visual ethnography as a participatory method that places children’s and young people’s everyday experiences at the centre of research is discussed in this paper. The strengths and challenges of using participatory visual methods as a way of eliciting the thoughts, feelings and identities of young people within various education and training contexts in England are presented through the reflection of two ethnographies’ that encouraged the use of participatory visual techniques to facilitate the gathering of data. Participatory visual approaches capture meaningful child-centred and child-generated perspectives of their everyday lives in situ [Oh, Su-Ann. 2012. ‘Photofriend: Creating Visual Ethnography with Refugee Children.’ Area. 44(3): 382–288. doi:10.1111/j.1475-4762.2012.01111]. The participatory visual method is a powerful instrument within the plethora of methods available to the ethnographer. By offering reflexive accounts of doing ethnography in an unobtrusive and child respectful way the power of ethnography is revealed via its versatility.  相似文献   

3.
Abstract

This article contests the emphasis that is frequently placed upon child-friendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher’s relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children.  相似文献   

4.
In this paper, I respond to the call to articulate experiences of the messy realities of participatory research. I reflect on my engagement and struggle with the realities and ethics of a piece of case study research, which set out with a participatory approach. The project involved a group of young people from an isolated rural community who appeared to be disconnecting from their secondary school. The research set out to develop understanding of the ways in which young people make connections (or not) in and with school, in order to further understanding of how schools might become more inclusive. A series of reflections on moments during the early stages of the research led to a significant shift in the methodological approach. The approach of this project eventually moved away from participatory research to an approach informed by Foucault's ‘ethical project’. Here, the focus is on the subjection and practices of the researcher. I argue that, on reflection, the ‘ethical project’ framework was more appropriate for this kind of research, where the complexities of participatory research were reducing the transparency of complex power structures.  相似文献   

5.
ABSTRACT

This article discusses ethical issues involved in facilitating the research of young people on controversial issues. This article considers the potential ethical dilemmas of teachers facilitating a particular form of activism – youth participatory action research (YPAR). We consider how teachers foster school-wide conversations on difficult issues and support students who wish to take a critical stand on issues of race, class and gender. The article also discusses how to scaffold the exploration of topics that require emotional maturity and might lead to shifts in beliefs that run counter to the values of one’s family.  相似文献   

6.
Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children.  相似文献   

7.
In this paper we propose that taking time before the work begins to develop agreements about how to work together in participatory action research enables researchers to directly address several ethical issues that can be problematic in this type of research: gaining fully informed consent; in-group confidentiality; cultural misconceptions; and protecting participants from risky self-disclosures. We begin by discussing some of these ethical challenges that can arise in participatory work, especially with young people. We argue that these issues are magnified and politicised in certain politico-cultural settings, and therefore are all the more important when working cross-culturally. Drawing on the findings of the lead writer’s doctoral thesis, which sought to find a more relevant way of teaching moral education in a Malaysian setting by including the voices of young people, we show how participants responded to attempts to address these issues by creating a safe space in which to discuss sensitive topics through the use of a working agreement. Responses indicate that when such an agreement was in place, the young people in this Malaysian study experienced a greater sense of safety, greater encouragement to participate, and were more confident in their ability to solve ethical problems than in situations where there was no working agreement. Furthermore, the agreement enabled the researcher to be more aware of, and responsive to, the cultural context of the participants.  相似文献   

8.
This paper draws on data from a project undertaken with children (N?=?72) in Mongolia and Zambia. The research is distinctive in bringing together diverse children, ranging from those living on the street to those in mainstream education and involving them in discussions about educational research. Being conscious of critiques of adult-initiated research as well as being influenced by work on participatory action research and research on understanding children's perspectives, we were keen to hear the views of children about research and how research should be carried out. This included enabling children's participation in discussions about potential research areas that could be focused upon as well as discussions about ethical issues and methodology. In this paper we report on our experiences of involving children in discussions about research and explore the numerous insights that the children provided. We conclude that while understanding children's perspectives on research and including children in the research process is important there are many issues which arise from doing so and which need to be reflected upon. These include issues around power and identity, the importance of the context, including local expectations of children as well as children's prior experiences, including how ‘vulnerable’ children are represented.  相似文献   

9.
In the field of participatory health research (PHR) and related action research paradigms, limitations of standard ethical codes and institutional review processes have been identified. PHR is highly situational and relational, part of a hierarchical health care context and therefore ethics of care has been suggested as a helpful theoretical approach that emphasises responsibilities and relationships. The purpose of this article is to explore the value of Tronto’s second-generation ethics of care for reflection on ethical challenges experienced by academic researchers. Using the design of a collaborative auto-ethnography, this article starts from a story of a researcher who deals with dilemmas in responsibility to care for co-researchers with lived experiences during a PHR study in the field of acute psychiatric care. By analysing the challenges together with all co-researchers, using a framework of ethics of care, we discovered the importance of self-care and existential safety for an ethical PHR practice. The reflexive meta-narrative shows that the ethics of care lens is useful to untangle moral dilemmas in all participatory research-related paradigms for all engaged.  相似文献   

10.
For graduate students and other emerging qualitative researchers, the ever-evolving and sometimes conflicting perspectives, methodologies, and practices within various post-positivist frameworks (e.g. feminist, critical, Indigenous, participatory) can be overwhelming. Qualitative researchers working within postmodern contexts of multiplicity and ambiguity are tasked with working through challenges – related to methods, interpretation, and representation – throughout the research process. Through examining related literature and incorporating my own experiences, I explore ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life. I consider how combining the practices of attending to assemblages, engaging in critical reflexivity, and centralizing communion may be useful in navigating relationships and ethical dilemmas in qualitative research.  相似文献   

11.
Participatory research with young people has enjoyed a decade of sustained development including the development of a range of embodied and visual methodologies. Much of this has been in the service of a participatory citizenship agenda, as articulated in the Every Child Matters agenda in England, in the work of the UK's Children's Commissioners and through service provider commitment to consultation with young people more generally. However throughout this period there has also been a sustained critique of the UK Government's citizenship agenda for young people, and consequently of the role of participatory research and consultation processes within this. Much of this critique questions what kind of citizenship young people are being asked to participate in, juxtaposing the construction of ‘inclusive’ participatory spaces with an increasingly stratified and exclusionary context for participation in the social and economic arenas of society. This article reflects on this debate using material from a two-year ethnographic project with a small group of year six and seven primary school girls from a Scottish urban area long designated as having a high concentration of people struggling with socio-economic disadvantage and exclusion. The project blended the more traditional ethnographic approach of observation and reflection with a series of participatory activities with the group. These activities took place within an after school club which they named ‘Community Matters’. This article examines the various activities of the club and the differing meanings of and associations with ‘community’ that the girls depicted and discussed. These situated meanings are then contrasted to the assumptions that underpin children's role within the evaluation systems that govern services to children.  相似文献   

12.
ABSTRACT

Within the wealth of research on ‘ability’ in education, there is a missing perspective: the perspective of the child. Whilst ‘ability’ informed practices such as ‘ability’ grouping are commonplace in the UK, how these are experienced by the young child has previously received only limited attention in research. Using case study evidence, this article demonstrates that children’s lived experiences of ‘ability’ are highly individual and shaped by a broader range of social, structural and pedagogic aspects of classroom life than previously thought. Implications are that a wide range of teaching choices can potentially affect a child’s experience of ‘ability’ and that the impact of these are particularly profound for some children, shaping their perceptions of themselves and others. Children’s perspectives therefore offer a challenge to the hegemonic discourse of ‘ability’ in education and the classroom practices upon which it is based.  相似文献   

13.
Participatory research methods directly engage with the topics that they set out to address. It is therefore no surprise that participatory research practice on the topic of educational inclusion and exclusion raises ethical issues for the participatory researcher that are themselves about inclusion and exclusion. This paper describes and analyses a pilot postgraduate course on the use of participatory photography in this area, and uses this analysis to illustrate the value of sensitive and reflexive participative research as a powerful educational practice. A multi‐ethnic and multinational group of students attended the course and explored the use of images as a qualitative research tool as a means to further developing their own sociocultural perspectives on inclusion. As a method, participatory photography was able to support students to represent their own perspectives on issues such as inclusion and diversity. Just as importantly, it facilitated inclusive teaching and learning, making it easy for students to take an active role in ongoing evaluation of the course and in devising their own assessment criteria. More significantly still, a deep exploration of practices of inclusion and exclusion was facilitated by the ethical issues that were raised and addressed during the research process.  相似文献   

14.
This review critically examined the theories, methodologies, and methods that have been used in early childhood environmental education research over the past 10 years (2004–2014). Of the 36 studies identified, one-third were informed by research on children approaches, positioning children as objects of research. Trends revealed that EE researchers are moving toward research with children frameworks, embracing methods that honor children's perspectives. Yet a lack of congruency was also identified between participatory methodologies and the methods employed. Although researchers advocated for children's agency, adults were still positioned in the primary role of data collectors, analyzers, and interpreters. Findings are useful for EE scholars pursuing research with the very young, providing insight regarding ethical practices, child positioning, and participatory methods.  相似文献   

15.
Parent/professional partnership is a key theme in government policy and service delivery for parents of disabled children, yet there is little evidence of such partnerships in research. Drawing on the literature concerning parents' experiences of caring for and raising a child with additional needs; parental involvement and partnerships and the social analysis of disability, this article sets out the rationale for parents' participation in educational research. It proposes a parents' participatory research approach adapted from a disability or emancipatory research paradigm, which the author used when conducting her doctoral research. She describes how there was evidence of parental participation in the study on three levels, through, firstly, the parent/researcher who initiated and co-ordinated the study; secondly, the parents' advisory group, who advised the researcher, completed some analysis and discussed the findings and, thirdly, the parents in the sample, who were offered opportunities to participate, for example, in decisions concerning the content of the data and development of the research methods that were used. Finally, the article discusses to what extent the parents participating in this study were given a voice to express their views, some control over the research process and so were treated as partners in the research process. It concludes that this research study has extended the notion of working in partnership with parents to the field of research and demonstrated that a parents' participatory research approach is possible. It now needs to be developed and replicated in other studies with parents of disabled children.  相似文献   

16.
Action research (AR) comprises a diverse family of methodologies. Common amongst most types of AR are both an emergent design – leading to action or change – and participation or community involvement. While this type of research has expanded considerably since the early 2000s, the criteria used for ethical review have apparently been slow to adapt to the emergent and participatory nature of this research. This has resulted in researchers reporting negative attitudes towards, and experiences with, review boards and ethics review processes; painting ethical review committees, at times, as insufficient or unnecessary. A review of the literature was undertaken to assess the state of play in this regard. Few articles disclose the side of the ethical review boards or committee members and the issues they face in undertaking ethical review of studies with an emergent, action, or participatory focus. A larger number of peer-reviewed journal articles report on the views of the researchers, but mainly through specific case examples where ethical review processes presented challenges to researchers and communities employing a participatory approach to research. The focus of this article will be on both the generic challenges researchers report in managing ethical review and of strategies utilized or recommended to conduct participatory research in an ethical manner. The contrasting experiences of researchers and ethical review committee members will be considered where available.  相似文献   

17.
ABSTRACT

This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at the beginning of a research project which explored children’s informal and everyday learning. The article contributes to ethical debates about involving children with research through foregrounding the multiplicities and complexities that emerge when researchers are attentive to the practices and values of the settings that children’s and researchers’ lives traverse.  相似文献   

18.
ABSTRACT

Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.  相似文献   

19.
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20.
ABSTRACT

This article is based on an extensive study of teaching-learning processes in special educational settings organised for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). There is a general assumption that children’s learning will be supported through placement in a special class with few students and one or more teachers present. The issues explored concern what educational practices unfold in these settings, i.e. what are the children learning, and how do they participate in the activities? The empirical study is based on video-recorded classroom interaction in eight ADHD-classes during a period of seven years, in total about 200 h. The results show that the interactional format dominating is characterised by one teacher instructing one child at a time. These situations usually seem to follow the well-known Initiative-Response-Feedback (I-R-F) structure. The contributions from the children are generally minimal, and there is no indication that the student’s role in such dyads is more active. Thus, there is little evidence that children’s learning will improve and that they become more focussed and assume a more participatory role in the interactional formats offered in special classes. Also, it is not obvious how experiences of this kind will prepare children for a return to regular classroom or develop towards becoming active citizens.  相似文献   

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