Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

Abstract

This paper reflects on a project which involved the authors working in partnership with a working group of looked after children and young people established by a small unitary local authority to develop a pledge defining what support, services and care looked after children can expect from them. The authors aimed to develop an approach which ensured that the young people's voices were heard and also that the well-being of those involved as participants remained at the centre of the process throughout. We argue that Honneth's theory of recognition, which identifies three forms of recognition as important to ensure that human beings feel assured of their dignity or integrity -in brief love, rights and solidarity -offers a useful framework for achieving this. The main principles which emerged were: (i) building the research around the young people's existing relationships, (ii) respecting the group's decisions and (iii) honouring the views expressed.

Co‐production with “vulnerable” groups: Balancing protection and participation

“…Our reflections explore what happens when young people involved in a participatory study come up against the ethics framework for the study. As such, we offer a modest contribution to a body of social science on the balance between protection and paternalism, and autonomy, participation, and self‐determination in research ethics . Along with others, this case example demonstrates that young people can and do set their own boundaries.…”

Going public? Re‐thinking visibility, ethics and recognition through participatory research praxis

“…This processual notion of a sense of self suggests that while a struggle for recognition may be essential for self‐development, it must always remain incomplete (e.g. Hooper and Gunn ; Thomas ). In addition, Noble () argues that it is necessary to conceive of identity in terms of capacities rather than categories.…”

Children’s Involvement in Research—A Review and Comparison with Service User Involvement in Health and Social Care

“…Involving children in research was described in several of the reviewed papers as a way to address or minimize power imbalances between children and adults, but researchers also warned of the risks of tokenism if involvement activities were shaped by an adult agenda or if the children were not listened to (Bailey et al 2015;Bird et al 2013;Dunn 2015;Hooper and Gunn 2014;Lomax 2012;McLaughlin 2005;Sime 2008). As acknowledged by Alderson (2001) and Clavering and McLaughlin (2010), working with child researchers in itself does not resolve problems of power.…”

“…Various degrees of control were assigned to children in the described projects. Hooper and Gunn (2014) acted as consultants with no control over project decisions, and Murray (2006) recruited young people to conduct focus groups without her being present. Several authors, however, took a greater role in the described projects and placed the ultimate responsibility for the research with the adult researchers (Bradbury Jones and Taylor 2015), arguing that it is not always feasible or ethical to give a child full control of a project (Burton et al 2010;Willumsen et al 2014).…”