Reflections on Practical Approaches to Involving Children and Young People in the Data Analysis Process

Coad, Jane; Evans, Ruth

doi:10.1111/j.1099-0860.2006.00062.x

Cited by 106 publications

(81 citation statements)

References 12 publications

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“…Involving children as co-investigators or so called peer researchers in studies has taken many forms. Adult researchers have included children of all ages, although the dominant cohort usually consists of teenagers and young adults, in the design stage of projects (Kellett, 2011), data collection practices (Nairn et al, 2007;Porter et al, 2010;Schäfer & Yarwood, 2008) and analysis (Coad & Evans, 2008;Nind, 2011) as well as in the dissemination of findings (Kellett, 2004). These studies-which follow on from the example of others (see for example Alderson, 2001;Boocock, 1981;Oldfather, 1995)-have contributed to the popularisation of children as researchers.…”

Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

“…Other researchers highlight the issue of payment in relation to inflexible payment systems of institutions (e.g., payrolls, timesheets, GST receipts needed) and real time commitment for adult and child researchers (Coad, 2012;Fleming & Boeck, 2012;Nairn et al, 2007;Porter et al, 2010). The scheduling of research activities and the social and economic costs of participation (e.g., dealing with being bullied, disregarding social conventions, double burden of household chores and conducting research, transportation) is also mentioned as an important problem (Coad & Evans, 2008;Nairn et al, 2007;Porter et al, 2010). Others focus more on whether children can really be experts about the lives of other children (Tisdall, 2012).…”

Section: Endorsing Children As Researchers and Its Challengesmentioning

confidence: 99%

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Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Ergler

2017

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Primary school children participating as researchers has become a moral obligation to meet the goal of children's participation rights. Yet, critical voices rarely question the ethical and practical implications of turning young children into mini-clones of adult researchers. While enabling and constraining aspects of participatory methods and inherent power issues per se are widely discussed, adult researchers still seem to struggle to critically engage with celebratory accounts of children as researchers. In particular, the practical obligations, ethical challenges and tensions that impact on primary school children's research experiences, are underexplored. Findings from two projects on play, which engaged children as active researchers, suggest that more attention needs to be paid to the messy realities of becoming and being a child researcher. In particular, researchers should be more attuned to children's capabilities and the ethical hurdles for child and adult researchers. This article argues therefore for a more dynamic, meaningful and realistic model of participation, that speaks to the messy realities of becoming and being a child-researcher. In other words, the article questions the dominant orthodoxy of children as researchers as the 'gold standard' of participatory research with children.

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Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

Section: Endorsing Children As Researchers and Its Challengesmentioning

confidence: 99%

Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Ergler

2017

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“…Experimenting through participatory photography as a tool edu-communication can not be understood without its civic purpose without ethical, social and democratic background related to the empowerment of citizens, and thus adolescents (Coad & Evans, 2008). We agree with Gonzalez and Contreras (2014) empowering means strengthening autonomy, participation and freedom, through their narratives, their dialogues and speeches for human development and freedom at large.…”

Section: Empowerment: the Voice Of The Imagementioning

confidence: 67%

Media Literacy through photography and participation. A conceptual approach

Rabadán

2015

J. New Approaches Educ. Res.

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We are living in social massification processes that oppress our identity and specificity as a human group; however, there are tools increasingly present among researchers, educators and other professionals who help to develop interpretations and create knowledge by developing a participatory communication perspective. This article discusses how communication and learning through dialogue and creative practice can be fostered with social interaction and dialogic processes generated through participatory photography workshops, in order to contribute to media literacy. Similar to other creative experiences of this kind, this is not only a space to share products, jobs, tips and techniques, but also one for social interaction and communication. Educators in the field of media literacy can find, unprecedented challenges and opportunities in these initiatives to take advantage of the body of knowledge of adolescents and promote learning.

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“…A participatory approach would have the researcher discussing her thoughts on emerging theories with her participants or committee, gaining feedback, conducting member checks throughout, and asking participants for help identifying new data sources that could otherwise go unrecognized. This could be taken further by involving research participants directly in analysis so that the narrative is coconstructed and the participants become more involved and invested in the process and outcomes of the analysis (Coad & Evans, 2008;Koelsch, 2013;McIntyre, 2008).…”

Section: Participatory Researchmentioning

confidence: 99%

Positionality at the Center

Vanner

2015

International Journal of Qualitative Methods

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As a Western feminist supporting and researching gender equality in education in postcolonial contexts, I often wonder: Am I doing more harm than good? The privilege of my social location means that my efforts to support education in postcolonial contexts risk being patronizing, insulting, threatening, imperialist, and recolonizing. Yet neglecting and ignoring postcolonial contexts similarly reflects and reproduces a privileged position. I provide a tentative framework designed to address positionality, power, and privilege while creating an ethical research process for working in a postcolonial context. Beginning with an identification of positionality, the objectives of research, and guiding theoretical frameworks to situate the research in relation to the participants and context, I proceed to establish a methodology designed to minimize the negative effects of power and maximize participants' empowerment. I position myself as a bricoleur, layering feminist standpoint theory and postcolonial theory, and propose the collaborative data collection and analysis techniques, with particular attention to ethical and cultural sensitivity, using a social constructivist approach to grounded theory. This article highlights the need for Western researchers to reflect upon the power dynamics of their research in postcolonial contexts and develop a strategy for conducting empowering research that prevents the misrepresentation and exploitation of participants. Observations from my doctoral thesis data collection provide examples of how these concepts were operationalized in practice as well as reflections on the disconnect between theorizing and conducting ethical research in postcolonial contexts.

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Reflections on Practical Approaches to Involving Children and Young People in the Data Analysis Process

Cited by 106 publications

References 12 publications

Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Media Literacy through photography and participation. A conceptual approach

Positionality at the Center

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