‘We are like dictionaries, Miss, you can look things up in us’: evaluating child-centred research methods

Using participative techniques to mediate power relationships between the researcher and child participant

“…By contrast, some researchers have either adopted, or been perceived by children to adopt, a “teacher” or “teacher-like” role, particularly if the research is perceived as school work (Gillies and Robinson, 2010, p.103; Hill et al , 1996). Other researchers have attempted to find a middle ground, Elton-Chalcraft (2011), referring to Kvale’s (1996, pp. 3–4) metaphor, saw her role as a traveller, “on a journey that leads to a tale to be told”, and attempted to break down the “superior adult/inferior child power status” by sitting with the children, lining up outside and not reprimanding them in the playground.…”

“…This has implications for non-compliance from research participants, where children may utilise their agency to “exploit, appropriate, redirect, contest or refuse participatory techniques” (Gallagher, 2008b, p. 137). This could also mean certain groups being excluded from research due to their lack of conformity with prevailing systems, such as a lack of engagement, rejection of methods or challenges in participating in the set methodological form (Darbyshire et al , 2005; Elton-Chalcraft, 2011).…”

“…It empowers the child to act as co-researcher/partner or choose participative methods. Roles that have been adopted to take a sharing approach include “steward” (Allen et al , 2012), “traveller” (Elton-Chalcraft, 2011; Kvale, 1996) and “good guest” (Yee and Andrews, 2006). Dominant power relationship: a traditional adult-centric approach with the child as object of enquiry.…”

“…Kellett (2004) observed most adult-led research about children is conducted in schools where “power is heavily skewed towards adults and (…) where children are least able to exercise participation rights”. Dominant roles include “teacher” (Hill et al , 1996), “teacher-like” (Gillies and Robinson, 2010), “least teacher” (Swain, 2006) and “parent” (Elton-Chalcraft, 2011; Mandell, 1988; Yee and Andrews, 2006).…”

“…This "least-adult" approach involved rejecting ordinary forms of adult-like behaviour such as "authority, verbal competency, cognitive and social mastery" as well as not directing children's behaviour or play or disciplining them. James et al (1998) and Elton-Chalcraft (2011) question the necessity of assuming the "least-adult" role however, and diluted versions have since been adopted, such as "interested idiot" (Darbyshire et al, 2005), which places power with children, asking them to explain how to play to an adult, but avoids adults needing to act like children. Chitakunye (2012, p. 215) similarly adopted the role of a "friend" willing to "learn from [children] and their experiences", although it is not reported whether the children accepted this.…”