Child participatory research methods: Attempts to go ‘deeper’

Horgan, Deirdre

doi:10.1177/0907568216647787

Cited by 150 publications

(115 citation statements)

References 49 publications

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“…For example, the decision to consult with younger children (aged 5 to 7) in smaller groups meant that these consultations had to take place within the children's school settings because of their earlier school finishing times. The potentially negative impact of the more structured and highly controlled space of the school on children's participation has been explored in research (Horgan, 2016;Spyrou, 2011). However, findings from these consultations indicate that the spatial context did not silence their opinions but also reflects the fact that most of the consultations were conducted outside of school settings to balance this potential.…”

Section: Child-friendlymentioning

confidence: 92%

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Consultations with Children and Young People and Their Impact on Policy in Ireland

Horgan

2017

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This article will examine the participatory structures for consulting with children in Ireland. It provides a background with reference to the National Strategy on Children and Young People's Participation in Decision-making (Department of Children and Youth Affairs, 2015)-the first of its kind in Europe-its key objectives, and recent progress in meeting these. Examples of two consultations with children, on health and afterschool care, and their impact on policy, will be discussed. The potential for consultations of this kind to influence and child-proof policy will be reflected on; the argument in this article is that there are different levels of participation for different purposes. The author worked with colleagues on two national consultations in 2015 and 2016 involving children between 5 to 17 years of age utilising a variety of child-centred activities. The methods are strengths-based consultative approaches that allow children to identify and explore issues based on what they know and experience in their everyday lives. Initial reflections indicate that consultations with children can be an important and challenging tool in accessing their views on policy issues of importance to them which help to child-proof policy and ensure it is in the best interests of children.

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Section: Child-friendlymentioning

confidence: 92%

“…'Deep participation' could be defined as that which involves young people in formulating the research questions right through to dissemination of the findings (Ansell, Robson, Hajdu & van Blerk, 2012, in Horgan, 2016). Children's involvement in disseminating the find-ings of the consultations varied.…”

Section: Disseminationmentioning

confidence: 99%

Consultations with Children and Young People and Their Impact on Policy in Ireland

Horgan

2017

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“…Rather the concern is in the way such approaches prioritise childadult categorisations, while simultaneously neglecting how age intersections with generation, and other identities, such as class, gender or race. Horgan (2017) similarly critiques the tendency within children's rights discourses to conceptualise children as independent right holders removed from their social, economic and cultural context. In broad response to these concerns, theorisations of childhood and youth have begun to emphasise the dy-namic and relational aspects of children's lives (Hanson, 2016;Tisdall & Punch, 2012).…”

Section: Participation Voice and Powermentioning

confidence: 99%

Saying It Like It Is? Power, Participation and Research Involving Young People

Davidson

2017

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Developments in the conceptualisation of childhood have prompted a fundamental shift in young people's position within social research. Central to this has been the growing recognition of children's agency within the landscapes of power between child participants and adult researchers. Participatory research has rooted itself in this paradigm, gaining status from its principles of social inclusion and reciprocity. While participatory research has benefitted from a growing theoretical analysis, insight can be deepened from reflexive accounts critiquing participation 'in the field'. This article presents one such account, using the example of an ethnographic study with young people living in a 'disadvantaged' housing estate in the UK. It describes how efforts to 'enable' young people's participation were simultaneously embraced, contested, subverted and refused. These, often playful, responses offered rich insight into how the young participants viewed themselves, their neighbourhood, and 'outsiders' efforts to give them voice. The article concludes by emphasising the importance of conceptualising participation not simply as a set of methods, but as a philosophical commitment which embraces honesty, inclusivity and, importantly, the humour that can come from this approach to research.

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“…James and Proust (1990) argue that children 'are not active in the ways in which adults are active' (p.4). Also, as Horgan (2016) stresses, childhood is not a homogenous phenomenon and can be experienced in a plurality of ways in diverse contexts and countries. She also adds that young people's rights cannot be detached from their 'social, economic and cultural contexts' as these directly affect 'the judgement of what is important to children and young people and also how children's voices are constructed' (Horgan, 2016, p. 3).…”

Section: Participatory Research Methods With Children and Young Peoplementioning

confidence: 99%

“…This relates to what Horgan (2016) mentions about contexts shaping children's and young people's judgement and voice (see also Spyrou, 2011). For example, when working with children contacted through the school system, Margarita took into consideration that the child might have felt pressured or obligated by the school to participate in the study.…”

Section: Figure 1 Bernardita's Favourite Toysmentioning

confidence: 99%

Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods

Calderon

Thériault

2017

L & L

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Despite the wealth of publications on the participation of children and young people in research, the connections between participatory research methods (PRM) and literacy studies remain unclear. This paper aims to understand why it is particularly pertinent to use PRM in literacy studies (particularly New Literacy Studies). In order to capture the complexity and plurality of these methods, we discuss two studies: one conducted with children (ages 7-10) in Santiago, Chile and the other with young people (ages 16-30) in Québec, Canada. We argue that by using PRM, researchers can support participants in the appropriation of an alternative and potentially empowering view of literacy.Keywords participatory research methods; New Literacy Studies; children; young people; voice in research; literacy practices; views of literacy Introduction While there is an ever-growing body of literature on the participation of children and young people in research, as well as the various interpretations of the concept of participation itself (for instance Hart's, 1992 ladder of participation and subsequent adaptations; Tisdall et al., 2014) little attention has been paid to the connections between participatory research methods (PRM) and literacy studies. We, as researchers, had recurring discussions about what it meant to use participatory research methods in literacy studies. Despite the wealth of publications on participation in research, the connections between the two fields remain unclear. Beyond the United Nations Convention on the Rights of the Child (1989), we felt that there were other reasons why participation in research was particularly suited for literacy studies with children and young people. Our paper links current concerns associated with the participation of children and young people in research with core themes of literacy studies, specifically the New Literacy Studies (NLS).Throughout this article, we use the term participatory research methods (PRM) to describe the extensive range of activities that are aimed at involving participants in research. Drawing on our own experiences of using PRM to look at children's and young people's literacy practices, this paper also aims to understand why it is particularly beneficial to use such methods in literacy studies. In order to capture the complexity and plurality of these methods, we analyse two studies, one conducted with children in Santiago (Chile) and the other with young people in Québec (Canada).

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Child participatory research methods: Attempts to go ‘deeper’

Cited by 150 publications

References 49 publications

Consultations with Children and Young People and Their Impact on Policy in Ireland

Consultations with Children and Young People and Their Impact on Policy in Ireland

Saying It Like It Is? Power, Participation and Research Involving Young People

Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods

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