Child‐led research in the context of <scp>A</scp>ustralian social welfare practice

Michail, Samia; Kellett, Mary

doi:10.1111/cfs.12087

Cited by 15 publications

(33 citation statements)

References 21 publications

(21 reference statements)

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“…One of the possible burdens for child co-researchers, the burden of unspoken adult expectations, features in the literature but it is acknowledged as something that is not widely recognized or articulated (Michail and Kellett, 2015: 393). The importance of giving children opportunities to exit the research is highlighted by our findings about the existence of unintentional adult expectations and a report in the literature about child co-researchers asking an adult researcher if they ‘would be asked to present on their research and experience indefinitely’ (Michail and Kellett, 2015: 393). Researchers need strategies in place so that children do not feel under pressure by real or perceived adult expectations.…”

Section: Discussionmentioning

confidence: 99%

Ethical complexities in child co-research

Spriggs

Gillam

2017

Research Ethics

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Child co-research has become popular in social research involving children. This is attributed to the emphasis on children's rights and is seen as a way to promote children's agency and voice. It is a way of putting into practice the philosophy, common amongst childhood researchers, that children are experts on childhood. In this article, we discuss ethical complexities of involving children as co-researchers, beginning with an analysis of the literature, then drawing on data from interviews with researchers who conduct child coresearch. We identify six ethical complexities, some of which are new findings which have not been mentioned before in this context. In light of these possible ethical complexities, a key finding is for researchers to be reflexive -to reflect on how the research may affect child coresearchers and participants before the research starts. A separate overriding message that came out in responses from the researchers we interviewed was the need for support and training for child co-researchers. We conclude by providing a list of questions for reflexive researchers to ask of themselves when they use child co-research methodology. We also provide important questions for human research ethics committees to ask when they review projects using child co-research.

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Section: Discussionmentioning

confidence: 99%

Ethical complexities in child co-research

Spriggs

Gillam

2017

Research Ethics

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“…It has resulted in numerous publications that contain lists of quotations from children and other productions of and from children such as podcasts, videos and artistic creations. Projects abound that are 'child-led', which typically means that children work on all research stages -from research questions to fieldwork to analysis and subsequent dissemination (Michail and Kellett 2015;Spalding 2011). There is an enthusiasm, therefore, amongst committed adult researchers to expanding traditional methods to facilitate children's participation and to ensure their voices are heard.…”

Section: Communication and 'Voice'mentioning

confidence: 99%

Seen and Heard

2018

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How can ideas and concepts from human rights inform and challenge ways of undertaking research with children? Over the last twenty years, there has been a significant 'turn' in the social sciences and related disciplines, to undertaking research with rather than research on children. This turn has several strands: developing 'participative' or 'creative' methodologies to work directly with children; an intense and extensive focus on ethics; expanding the ways children can be involved in research, from participants to advisers, experts and researchers; and a research objective to present children's 'voice'. This chapter will examine such strands, to consider current challenges and tensions, utilising ideas and concepts from human rights. In particular, it will consider how the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities can challenge conceptualisations of capacity and competence, communication and voice, and research ethics.

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“…In some studies, children receive research training as they progress through each stage of their research (e.g. Michail and Kellett, ; Roberts and Nash, ), while, in others, this was provided beforehand (e.g. Fielding, ; Kellett and others, ).…”

Section: Research By Children Through Adults' Facilitationmentioning

confidence: 99%

Why Research ‘by’ Children? Rethinking the Assumptions Underlying the Facilitation of Children as Researchers

Kim

2015

Children & Society

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Research 'by' children, where children conduct research as primary investigators, may be seen as an ideal form of children's participation in research. This paper examines the methodological and normative assumptions that underlie such research and identifies some ambiguities which require clarification and questions which need answering for better theorisations of its purposes and more robust evaluations of the associated research practices to occur. It concludes that tensions between these assumptions and the research practices mean the role of children as 'researchers' has been limited, while further explorations of the potentials of research 'by' children need stronger reflexivity.

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Child‐led research in the context of Australian social welfare practice

Cited by 15 publications

References 21 publications

Ethical complexities in child co-research

Ethical complexities in child co-research

Seen and Heard

Why Research ‘by’ Children? Rethinking the Assumptions Underlying the Facilitation of Children as Researchers

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