The field of participatory research with children developed largely thanks to shared learning between different cultures, places, and disciplines. However, grand narratives and power relationships in academia inherited from colonialism and imperialism can threaten to obstruct the transformative value of this approach. In this article, we present the case of Think Big, a multinational collaboration for participatory research with children that involved adult and child coresearchers from Australia, Chile, Colombia, and the United Kingdom. Our aim was to explore how this project helped build solidarities between adult researchers from different countries and disciplines. We applied a methodology of diffraction to explore the processes and outcomes of this collaboration and presented our insights using the metaphor of a tree to explain the roots (knowledges and frameworks), trunk (ongoing collaboration and communication between the teams from different countries), branches (local projects), and fruits (research outcomes) of our work. Based on our experience, we proposed that multinational collaborations for participatory research offer important opportunities for adult researchers to collaborate with children to generate more democratic knowledge about their lives and to generate more egalitarian relationships between adult researchers from different places and backgrounds. However, it is important to anticipate that multinational collaborations are more likely to be affected by social and political upheavals, and language barriers must be overcome to decentralize academia. Also, the organizations involved in these collaborations need to develop strategies that facilitate funding, ethics clearance, and international research agreements.
(analítico)La presencia de medios análogos y digitales en la vida de los niños, niñas y adolescentes redimensiona la discusión sobre participación infantil, centrándola en lo que ocurre en las pantallas. Realizamos un estudio cualitativo de corte descriptivo con 75 niños, niñas y adolescentes, de 7 a 14 años, de tres ciudades (Barranquilla, Cali y Bogotá). Los resultados indican que los niños, niñas y adolescentes tienen formas complejas y diversas de pensar la participación, que superan las divisiones, escalas y prescripciones adultas e institucionales, para incluir acciones de ocio, socialización y consumo cultural. Se trata de una participación heterogénea, convergente y multiplataforma que incluye actividades como generar contenidos, dar likes, hacer suscripciones, navegar, buscar tareas o simplemente ver vídeos, fotos, jugar, divertirse y socializar, mostrando intereses, subjetividades y formas de socialización infantiles en medios y TIC. Palabras clave: Participación infantil, TIC, infancia, plataformas virtuales, interacción virtual, comunicación virtual, ecosistema mediático, participaciónconvergente, participación multiplataforma.
Children’s participation in the digital environment is gaining more attention as children seem to be active audiences, selecting and developing digital skills to access and interact across multiple platforms and devices. Nonetheless, little is known about media participation from the children’s perspective. This article presents the quantitative results of a survey of 244 children aged seven to fourteen years in Colombia about their perception of media use as a form of participation. The study’s results suggest that there is a varied range of media uses for different purposes that are not exclusive to just one device or one type of media. These results are significant as they show the way children look at their media landscape and engage with it. The authors also identify children’s perception of participation as well as their feelings regarding their media engagement. This research gives particular impetus to efforts aimed at recognizing the meanings of children’s participation in the media environment beyond the political and the civic duties to the social and the playful, incorporating children’s perceptions, experiences, and roles in society.
Cet article vise à analyser la mise en scène de la participation des jeunes spectateurs dans les dispositifs télévisuels de Mi Señal, espace jeunesse de la chaine de télévision publique colombienne Señal Colombia. À partir de l’analyse sémio-pragmatique multimodale des dispositifs d’expériences interactives et multi-plates-formes et d’un corpus d’entretiens auprès des praticiens et des enfants télé spectateurs, nous nous attachons à montrer comment l’offre de participation de Mi Señal confirme la figure d’un spectateur représentant d’une enfance médiatique dynamique et hétérogène. Nous proposons enfin une typologie des rôles communicationnels en lien avec les modalités de participation des jeunes spectateurs.
Études de communication langages, information, médiations 47 | 2016 Circulation et qualification des discours. Conflictualités dans les espaces publics (1)
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