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ABSTRACTResearch with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framework to foreground these challenges that is shaped by a view of children as social actors and experts on their own lives, information and communication technologies as ubiquitous in children’s lives, and ethics as a situated and multifaceted responsibility. This framework has three aspects: access, authenticity and advocacy. We draw on examples from different research projects and use ethically important moments to illustrate how notions of access, authenticity and advocacy can foreground the ethical challenges in teaching–learning research contexts to better consider and offer children greater agency in research collaborations. 相似文献
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Shelley Stagg Peterson Judy Parr Eva Lindgren Douglas Kaufman 《Curriculum Journal》2013,24(4):499-521
AbstractIn this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community. 相似文献
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AbstractReferring to Haraway’s concept of tentacularity, this article embarks on a curious research practice-inspired speculative journey to think with material tentacular becomings in an Australian kindergarten. Some of the questions that guided our curious research practice asked: How does curious practice as a postqualitative methodology enable us, as researchers, to cultivate a presence that creates the conditions for these research encounters and events to be perceived? What becomes possible for generative relational diverse learning with matter-energies if we accept that there is no rational explanation at hand? What worlds come into being if we speculate instead of rationalize? How do children animate, and are animated relationally, in particular worlds and not in others? How do we, as researchers, become entangled within children’s ways of perceiving and naming encounters? We experimented with Haraway’s notion of tentacularity as our navigational tool to map four entangled territories in this article. 相似文献
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Lisa S. Goldstein 《International journal of qualitative studies in education》2013,26(5):517-530
In this article I use my own problematic experience as a well-intentioned educational researcher to highlight some of the dilemmas and complexities of collaboration with classroom teachers. Engaged in an otherwise pleasant and productive research project in partnership with a primary grade teacher, I experienced deep methodological difficulties linked to the ethical heart of collaborative research. Given that this model - university-based researchers entering into "collaborative" research relationships with classroom teachers - is becoming an increasingly prevalent strategy, it is important to consider fully the potential challenges and obstacles we might face in these relational research contexts. 相似文献
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Daniela S. Jadue Roa 《International Journal of Inclusive Education》2017,21(3):332-345
ABSTRACTEthical issues involving young children in research are complex and individual to each child, requiring the researcher to be reflexive and aware of the nature of the child’s participation. This paper draws on the experiences of 16 5- to 7-year-old children, transitioning from kindergarten to first grade in Chile as reported by them through visual participatory research. Integral to the ethical principles were the use of a visual participatory design, a listening framework and the child’s rights perspective. In order to be faithful to the research design proposed, different ethical guidelines were revised and followed to ensure protection, anonymity, the right to withdraw and privacy to the children deciding to get involved in the research process. Essential to this work was recognising the child as the most knowledgeable agent in her/his own experiences in order to minimise issues of power and increase children’s awareness during the data collection process. Findings from the study demonstrate different situations in which the researcher’s self-reflexivity can enhance positive outcomes related to ethical issues and young children’s ability to understand the research process, communicate meanings and jointly create new meanings through the tools provided and activities proposed. Ethical challenges and implications for future research with children are discussed. 相似文献
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Liz Chesworth 《International journal of qualitative studies in education》2013,26(9):851-862
AbstractThis 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
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Maria do Carmo Galiazzi Diana Paula Salomão de Freitas Cleiva Aguiar de Lima Cláudia da Silva Cousin Moacir Langoni de Souza Rodrigo Launikas Cupelli 《Environmental Education Research》2018,24(10):1501-1513
AbstractThis article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’. 相似文献
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Leanne Elliott Heather J. Bachman Daphne A. Henry 《Parenting, science and practice》2020,20(2):108-140
SYNOPSISObjective. This study examined parental characteristics that related to children’s early math learning. Specifically, we examined how parents engage in math activities with their children in the home and how their practices were informed by parents’ experiences with and perceptions of math. Design. Using a mixed-methods design, we first quantitatively examined associations between two parental characteristics, past math experiences and current math anxiety, and various types of math activities to understand factors that predict home math engagement in a sample of 34 parents. We then conducted semi-structured interviews with a sample of 15 parents to identify additional factors that relate to parents’ engagement in math activities with their young children. Results. We found that parents’ math anxiety predicted their reports of math activity frequency in the home, controlling for demographics as well as prior measures of math enrichment. Through qualitative analyses, we demonstrated considerable variability in the way that math activities are implemented and described by parents and identify a novel theoretical construct – parents’ goals for children’s math learning – which relates to parents’ practices. Conclusions. These results suggest that survey measures may fail to capture important heterogeneity in parents’ practices and that additional predictors such as parental goals should be explored in future quantitative research. 相似文献
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BackgroundContemporary child protection systems in the UK need to be seen in light of the late nineteenth century child rescue movement, at a time of curbs in public spending, shifts in attitudes towards children’s welfare and the development of social work. There are similarities in the social, institutional and legal contexts, between the nineteenth century and today, centralising ‘deservedness’, that determined and determines children’s access to services.ObjectiveThe current article compares historical data and practices of children in care in the UK, encompassing 1881–1918, with contemporary data and practices, through the lens of the deserving/undeserving paradigm, inherited from the Poor Law of 1834.Participants and SettingDrawing on two data sets, namely historic children’s case files (N = 108), 1881–1918 from the Children’s Society (a philanthropic institution) highlighting the perception of custodians, doctors, professionals, as well as children and parents, and current data from interviews with young care leavers and safeguarding practitioners (N = 42), our research focuses on the most disadvantaged children with complex needs and damaging (pre)care experiences.MethodsData is analysed using thematic content analysis, framed within critical realist ontology, taking account of stratified non-linear dynamics of processes at different levels.Results and ConclusionIn both data sets the inability to support certain children is justified by referring to their complex needs and mental health and behavioural problems., Here, the child is held accountable and placed in the ‘undeserving’ category and consequently misses out on help and support, highlighting a need for awareness, and reflective and reflexive practice among practitioners/professionals. 相似文献
10.
Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’
Catherine Gripton 《Cambridge Journal of Education》2020,50(5):559-578
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
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The growing emphasis on teachers as ‘reflective’ and ‘expert practitioners’ has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children’s experiences of transition from Key Stage 2 to Key Stage 3. By exploring a range of theoretical and practical perspectives the discussion focuses on the problematic issue of ‘informed consent’. The article argues that, as a result of having to comply with the regulations imposed by institutional ethics committees, educational researchers, particularly when working with children, are often restricted in exercising the moral autonomy and professional discretion required to negotiate the complex, potentially conflicting imperatives confronting them. 相似文献
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A.-Chr. Engels-Schwarzpaul 《Educational Philosophy and Theory》2015,47(12):1250-1264
AbstractWhen postgraduate researchers’ interests lie outside the body(ies) of knowledge with which their supervisors are familiar, different supervisory approaches are called for. In such situations, questions concerning the appropriateness of traditional models arise, which almost invariably involve a budding candidate’s relationship with a knowing-established researcher/supervisor. Supervisory relationships involving creative practice-led research in particular confront significant challenges by new and emerging themes, questions, processes and practices. My lack of disciplinary knowledge regarding two PhD candidates’ projects led me some years ago to question the effects of this lack and to search for effective ways of dealing with it. A subsequent commitment to different modes of candidate/supervisor collaborations was based on three assumptions: One, a supervisor is not, in the first instance, a conveyor or purveyor of knowledge. Two, postgraduate researchers already have substantial and refined pockets of relevant knowledge to draw on. Three, and very importantly, they are able to activate networks of distributed knowledge, often outside of the University. The argument presented in this article draws theoretically on Jacques Rancière and Hannah Arendt’s ideas of pedagogy and public space, as well as notions of cosmopolitics (Cheah & Robbins), mode 2 knowledge (Gibbons et al.) and not-knowing in Art & Design (Jonas). Reflections on my experiences of supervising PhD and Master of Art & Design candidates, together with ideas offered by contributors to a book I have recently edited, will locate moments of choice and the emergence of the unforeseeable, of vigilance towards singular events as much as collective understanding. 相似文献
15.
《Ethnography and Education》2013,8(4):413-427
ABSTRACTThis research reveals the social relations of the art world through an investigation of visual artists’ ordinary art-making practices. Drawing on extended ethnographic research, the article attends to art and ordinary work, clarifying how visual artists’ work, is not only shaped socially and historically, but also reveals tensions about what counts as art and who counts as an artist. The article clarifies how today’s art world valorises conceptual approaches – centred on mobilising concepts and ideas, while devaluing expressivist approaches – centred on accessing intuition or inspiration. The article makes visible an increasingly conceptual, academic art world in which an expressivist practice is harder to sustain. By tracing shifting forms of work and shifting social relations, the study contributes to educational research on art, while calling attention to organisational processes that deeply shape artists’ lives. 相似文献
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Matthew A. M. Thomas 《Compare》2018,48(2):281-298
This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research, writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes. 相似文献
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Sofia Avgitidou 《Educational Action Research》2020,28(2):175-191
ABSTRACTIn this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education. 相似文献
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ABSTRACT In this paper, two researchers reflect on the institutional space for participatory governance in a participatory action research (PAR) process that was initiated by the Ministry of Education, Culture and Science (ECS) in the Netherlands. It was implemented in two schools by researchers contracted by the ministry. The project’s aim was to explore possibilities for involving schools in policy processes using PAR. We conclude that PAR sheds light on the communication strategies, power and authority balances, and meaning of participation among the participants. The attempt to break through traditional hierarchies generated new insights into the institutional space at both the participating schools and the government institutions that can be used to create participatory approaches to governance. The researchers were the bridging actors between the schools and the government institutions. While previous research showed that a bridging actor can play a positive role as an objective party who is able to deliberate between the participants, we found that it impeded the creation of a participatory governance space. 相似文献
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Jennifer Charteris Adele Nye Marguerite Jones 《International journal of qualitative studies in education》2019,32(7):909-928
With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education – involving rich material, social, political and intellectual entanglements. Posthumanist ethical practice rejects dualisms of body/mind, nature/culture and human/non-human. It evokes creativity to generate new vocabularies for challenging anthropocentric ‘exceptionalism’. Mapping relations in posthuman assemblages can involve agential cuts that evoke ethical practice as affective encounters. Agential cuts give permission for pedagogic storying where there is ontological connectedness. As academics, we are immersed in assemblages where posthumanist education research and practice is a rich, embodied, and connected process. Particular consideration is given in this article to affectivity and the value of pedagogic performance in education research. 相似文献
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Kevin Gormley 《Educational Philosophy and Theory》2020,52(14):1493-1502
AbstractMuch has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativity can be recast as a question of identity: What beliefs on creativity and associated practices are constitutive of one’s ‘teacher identity?’ This article draws on previous work that translates Foucault’s writings on ethical self-formation into an ‘identity grid’, and foregrounds the experiences of one teaching deputy-principal, to offer an account of how one teacher pursues particular practices congruent with his visions of a creative teacher. To identify rationales for actions undertaken, and to engage with situational factors of this teacher’s work, performativity and its problematic steering influences also informs this analysis. The article highlights the productive capacity of engagement with ethical self-formation, through identifying the potential it offers to access an individual-centric perspective in understanding how central concepts like creativity are negotiated and incorporated into accounts of the ‘teaching self’. 相似文献