Finding ways to do research on, with and for children and young people

Schäfer, Nadine

doi:10.1080/00167487.2012.12094354

Cited by 13 publications

(6 citation statements)

References 52 publications

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“…It is one thing to be aware of the power-geometries of relationships between those involved in the case, but should we also be aiming to address these? Those working with the methodology of participatory action research are actively exploring possibilities in this direction (Schäfer, 2012). Could case study researchers learn anything from this, or is it simply a matter of different research aims needing different methodologies?…”

Section: Discussionmentioning

confidence: 99%

“…For example, the interdisciplinary WRePlace project used a similar range of written, visual, and verbal data such as interviews, recordings of classroom dialogues, children's maps, family trees, and fiction/nonfiction texts to explore the place-related identities of two classes of 9-to 10-yearold children (Wyse et al, 2012). When young people have direct access to the place being studied, some additional data collection methods such as shared walks and photographs by young people can also be used (Cele, 2006;Hart, 1979;Schäfer, 2012).…”

Section: Implications For Data Collection Methodsmentioning

confidence: 99%

“…Over more than 20 years, Massey's ideas have drawn on, and often reworked, Marxist and feminist thinking in these areas. Aspects of Massey's thinking on space have been taken up by some educational researchers to inform the substantive content of their research, for example, in understanding the production of space in teacher's workplaces (McGregor, 2003), young people's reading experiences (Cliff Hodges, 2010, 2012Mackey, 2011), and the use of information and communications technology (ICT) in geography teaching (Mitchell, 2007). In this article, I would like to suggest that Massey's formulation of space as "the sphere of a multiplicity of trajectories" (2005, p. 119) has potential to inform thinking about not only the object of research but also the overall framing of the research project in the methodology.…”

Section: Thinking About Space Place and Space-timementioning

confidence: 99%

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The Case as Space

Taylor

2013

Qualitative Inquiry

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This article considers the potential of Doreen Massey’s work on the relational conceptualization of space as a multiplicity of trajectories to inform case study research in educational settings. I argue that the conceptualization can be useful at two levels: methodology and methods. At a methodological level, the case itself can be conceptualized as space. The heterogeneity and dynamism of space thought of in this way has implications for familiar case study issues such as the bounding of the case, the positioning of the researcher, issues of generalization, approach to triangulation, and ethical practices. At the level of methods, implications include the need for multiple methods that explore relationships and change over time. When the substantive topic of research is itself children and young people’s understanding of place, congruence between the conceptualization of place/space and methods of data collection used is particularly important. Overall, it is argued that Massey’s ideas have potential to inform, challenge, and enliven the practice of case study research.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Data Collection Methodsmentioning

confidence: 99%

Section: Thinking About Space Place and Space-timementioning

confidence: 99%

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The Case as Space

Taylor

2013

Qualitative Inquiry

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“…Drawings are powerful tools used in research of mental models. No matter how complex the concept may seem when the pictures are analyzed correctly, the pictures drawn reveal the mental model of the individual; reflect the relationship status of the schema in his/her mind (Schafer, 2012).…”

Section: ! 128mentioning

confidence: 99%

Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?

Balcı¹

2021

International Electronic Journal of Environmental Education

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also affected by the environment. Among all living things, the human being is the one that affects the environment the most. Mankind, who lived by gathering, herding and hunting in ancient times, started to cultivate, grow crops and create pastures for animals in later periods (Ponting, 2010). With the adoption of agriculture, the population of human being, who settled down, increased rapidly, and this situation started to create a negative effect on the environment. The artificial environment that people created in order to be able to grow the food and to feed the animals has started to harm natural ecosystems. The agricultural process, which emerged with cultivation and domestication of animals, dating back about 10.000 to 12.000 years, was competed a few thousand years ago and the first cities were established with the discovery of different uses of tools (Türkman, 2000). Until the 16th century, developments in food production and disease control were limited, and in parallel, population growth remained at a certain level. The world population, which was 536 million in the 1650s, increased to over 1.

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“…Incorporating visual methods within participatory research provides an opportunity for children to explore, pose questions, reflect, interpret, and share findings and implications (Clark, 2010;Lodge, 2009;Schäfer, 2012). Visual methods are among the most compelling ways children have for expressing what they experience; they allow meaningful engagement among children who might find it challenging to use more traditional research tools like interviews or surveys and for those who may not share proficiency in the same language as the researchers (Barley & Russell, 2019;Didkowsky et al, 2010;Vecchio et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children

Brown

Spencer

McIsaac

et al. 2020

International Journal of Qualitative Methods

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Researchers are increasingly using participatory visual methods (PVM) to gain a deeper understanding of newcomer children’s experiences, sense of identity, relationships, needs, strengths, and aspirations. By taking photos, producing digital stories, creating maps, drawing, sculpting, and other visual-based practices, children can help us understand how they navigate their complex worlds. We conducted a scoping review to explore what is known about participatory visual research with newcomer children. We searched nine databases, screened 692 articles, and included 21 articles for synthesis and analysis. Five common and connected areas were identified as important for consideration when envisioning, planning, and conducting this type of research with newcomer children: PVM provides an opportunity for children to communicate complex feelings and disrupt deficit discourse; participation in PVM research is highly dependent on varying cultural, economic, and relational factors; providing a range and choice of data collection activities permits deeper engagement and higher quality data; PVM can enhance meaningful engagement, reduce power asymmetry, and engender confidence and self-awareness; developing and sustaining trusted relationships are integral to the research process. The review reveals the need for more researcher reflexivity with an explicit attention to assumptions, values, and ethical considerations and suggests opportunities for researchers to better ensure newcomer children can share and shape their own stories.

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Finding ways to do research on, with and for children and young people

Cited by 13 publications

References 52 publications

The Case as Space

The Case as Space

Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?

Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children

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