Language Socialization and Multimodality in Multilingual Urban Homes

Pahl, Kate

doi:10.1007/978-3-319-02255-0_9

Cited by 1 publication

(2 citation statements)

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“…This paper offers a methodological continuation of the project, working collaboratively with five of the children as co‐authors. Collectively, we theorise our positions as adults and children in the participatory research process, situating ourselves in both current (Holmes & Ravetz, 2023; Pahl, 2023) and historical (Hart, 1992; Shier, 2001) literature. We explore notions of child agency and power relationships, asking: How is participatory research with young people (aged 8–11) experienced by the young people in question? How can notions of power, agency and control be navigated in this context? …”

Section: Introductionmentioning

confidence: 99%

“…Several recent works come from the field of critical dialectical pluralism (Onwuegbuzie & Frels, 2013), acknowledging the links between participatory research and social justice, and re‐centring notions of ‘good’ or ‘bad’ research (Holmes & Ravetz, 2023) by focusing primarily on what it means to be a child in certain contexts (Pahl, 2023; Schaefer et al., 2021), rather than viewing the child as a go‐between between the researcher and knowledge. Significantly, meaning is co‐constructed with children, a process we extended through co‐reflections on the process of research itself, via a process of co‐authorship (Little & Little, 2022; Schaefer et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

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‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

Little,

Raine,

Choo

et al. 2024

British Educational Res J

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This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min‐long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co‐framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring ‘silence as voice’, arguing for an extension to participatory research projects, going beyond the research itself and creating a ‘third space’ which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.

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