This article is a methodological reflection on the use of photographs in research with young children. As a basis for discussion, it uses research photographs that were collected as part of a critical interpretative case study of young children's learning during excursions to an art gallery. Data collected for this study also included transcripts of children's talk, drawings they made and work undertaken later at the children's pre-school. This article discusses the methodological use of photographs as 'visual data'. A sociocultural framework for analysis is offered for its potential to reveal new ways to interpret photographs of young children participating in research.
BackgroundInsufficient and inadequate housing remain serious and enduring problems in remote Aboriginal communities in the Northern Territory (NT) of Australia. Housing is recognised as a key determinant of persisting inequities between Aboriginal and other Australians in health, as well as education and employment outcomes which in turn impact on health. In our qualitative study exploring strengths and challenges related to early childhood in a remote NT community, insufficient housing emerged as the greatest challenge families experience in ‘growing up’ their children.MethodsThe “Growing up children in two worlds” study engaged Yolŋu (Aboriginal) and other researchers in a culturally responsive qualitative research process. Methods included video ethnography and in-depth interviews with six case study families as well as participant observation and interviews with a wide range of other community members. Data collection and analysis occurred through an iterative and collaborative process and the findings related to housing are the focus of this article.ResultsConcerns about crowded and insecure housing were pervasive in the study community where many families are, in effect, homeless. Most rely on extended family to provide accommodation and some never find a secure and stable space in which to bring up their children. Absence of control over their living conditions is a key element underlying many of the sources of distress associated with crowded housing. The lack of food security, sharing sickness and disturbances in the night affecting sleep are just some of the challenges that generate conflict between family members and impact on health, wellbeing, work and school attendance. Although interaction with other family members is highly valued, the ambition of most participants is for independent and secure accommodation in which they can safely ‘grow up’ their children.ConclusionsYolŋu who live with the consequences of crowded and insecure housing want their voices to be heard. They best understand the challenges they face and their perspectives must inform the solutions. Equitable access to housing through sufficient and sustained investment in an integrated approach, engaging all stakeholders, is needed. This is essential to address persisting inequities between Aboriginal and non-Aboriginal Australians in health and other outcomes.Electronic supplementary materialThe online version of this article (10.1186/s12889-018-6286-8) contains supplementary material, which is available to authorized users.
This article explores some ethical issues involved in research with young children. Research that involves children always contains assumptions about the nature of the child and of childhood in general and these can affect every aspect of the research undertaken with them, particularly ethical concerns. Seeing children as social actors, not as passive participants, has profound implications for researchers who work with children, particularly in how power relations between adults and children are conceived and experienced. In this article I problematise these relations through analysis of taped transcribed conversations with children. 'While the young have always been identifiable by their physical size and age, the meanings these differences have been given are not universal' (Baker, 199 8, p. 117). MacNaughton, G. (1996). Collaborating for change in postmodern times: Some ethical co•nsiderations. Keynote address presented to the Weaving webs conference. Melbourne, July 12. Mayall, B. (2000). Conversations with children: Working with generational issues. In P Christensen & A. James (Eds.), Research with children: Perspectives and practices. London: Palmer Press. Wenger, E. (1998). Communities of practice: Learning, meaning and identit;y. New York: Cambridge University Press. Woodrow, C. (1999). Revisiting images of the child in early childhood education: Reflections and considerations.
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