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Book part
Publication date: 8 March 2017

Sally McNamee and Sam Frankel

The purpose of this chapter is twofold: first, to demonstrate that the use of creative methods with children and young people is less important than creativity in the data…

Abstract

The purpose of this chapter is twofold: first, to demonstrate that the use of creative methods with children and young people is less important than creativity in the data analysis process; and second to introduce a framework for analysis which takes into account structure and agency and reveals the multi-layered context of the research encounter. The argument presented here has implications for those working within the “new” social study of childhood in the ongoing endeavor to understand children’s experiences and childhood in a social context. The model presented here is of potential value as a tool in data analysis and more widely in helping us to conceptualize childhood agency and the relationship between structure and agency. This chapter problematizes the call for creative methods with children and young people and instead focuses on creative data interpretation. An original model is presented which researchers can apply to the analysis and interpretation of data gathered in research with children and young people. The creative ways in which children and young people use the research encounter are a multi-layered response to context, which additionally demonstrates the creation of “other” spaces in and through their shared talk.

Details

Researching Children and Youth: Methodological Issues, Strategies, and Innovations
Type: Book
ISBN: 978-1-78714-098-1

Keywords

Book part
Publication date: 6 August 2020

Carwyn Jones, David Brown and Marc Harris

Purpose – The aim of this chapter is to share our thoughts and observations about some of the ethical issues that arise when researching sport-drinking cultures. In particular…

Abstract

Purpose – The aim of this chapter is to share our thoughts and observations about some of the ethical issues that arise when researching sport-drinking cultures. In particular, the chapter focuses on what researchers should do when they witness potentially harmful and risky drinking behaviour.

Approach – The chapter is written mainly from an ethics disciplinary background. We use philosophical methods to analyse, evaluate and interrogate certain claims, assumptions and judgements about moral action and inaction in the research context. We employ ethical concepts in general and research ethics concepts in particular to make and defend value judgements about what is reasonable or unreasonable, right or wrong, and good or bad in relation to witnessing risky and harmful behaviour.

Findings – The chapter argues that in some situations there are good and perhaps compelling moral reasons for researchers to take action when they observe certain problematic drinking behaviour. Researchers who fail to notice and/or act may be morally blameworthy and culpable in other ways, e.g. in breach of contract or code of conduct.

Details

Sport, Alcohol and Social Inquiry
Type: Book
ISBN: 978-1-78769-842-0

Keywords

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76230-758-6

Book part
Publication date: 24 September 2015

Jessica Niblack and Jodie L. Hertzog

Despite growing attention to the prevalence and consequences of cyberbullying within the social sciences, research on cyber-bystander reactions has been largely overlooked…

Abstract

Purpose

Despite growing attention to the prevalence and consequences of cyberbullying within the social sciences, research on cyber-bystander reactions has been largely overlooked. Drawing from Latane and Darley’s (1970) bystander engagement model, the current study sought to fill this gap by exploring how common it is for adolescents to encounter cyberbullying on social networking sites (SNS), how youth react to the cyberbullying witnessed on SNS, and most importantly to uncover factors that may be related to two potential bystander trajectories on SNS, namely traditional bystanding and prosocial bystander engagement.

Methodology/approach

Data was drawn from the 2011 Pew Research Center’s Internet and American Life Project (Princeton Survey Research Associates International, 2011). The secondary analysis was restricted to only adolescents who ranged in age from 12 to 17. Grounded in existing research on face-to-face bystander behaviors, two Ordinary Least Squares regression models were run testing which independent variables (age, gender, frequency of SNS use, perceived peer norms, and prior cyberbully victimization) were related to traditional and to prosocial bystander behavior online.

Findings

Approximately 88% of youth reported they’ve witnessed a cyberbullying exchange on an SNS. Among these witnesses, the majority reported engaging in both prosocial (62%) and traditional (74%) bystander practices. Based on the regression analyses, a key factor for bystander practice online appears to be observed peer behavior.

Originality/value

The findings from this research provide an initial exploration into cyber-bystander behavior, with potential implications for both future research directions and cyberbully prevention programming.

Details

Technology and Youth: Growing Up in a Digital World
Type: Book
ISBN: 978-1-78560-265-8

Keywords

Content available
Book part
Publication date: 13 November 2023

Sam Frankel and Caroline E. Whalley

Abstract

Details

Learning Allowed
Type: Book
ISBN: 978-1-80117-401-5

Content available
Book part
Publication date: 25 September 2020

Abstract

Details

Bringing Children Back into the Family: Relationality, Connectedness and Home
Type: Book
ISBN: 978-1-83867-197-6

Abstract

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-869-8

Abstract

Details

Handbook of Transport Strategy, Policy and Institutions
Type: Book
ISBN: 978-0-0804-4115-3

Book part
Publication date: 25 September 2020

Jana Mikats

Home-based work results in a specific spatiotemporal arrangement: one location serves as both the family home and the workplace. This mode of work shapes the everyday family life…

Abstract

Home-based work results in a specific spatiotemporal arrangement: one location serves as both the family home and the workplace. This mode of work shapes the everyday family life and at the same time has to be adjusted to suit the divergent needs of all family members involved, especially if children live in the same household. So far, research on home-based work has predominantly examined home-based workers’ and adults’ perspectives. Therefore, this chapter puts children’s perspectives at the centre of the inquiry and recognises the wider web of family relations and home by focussing on the spatiotemporal coordination of everyday family life.

This chapter examines how children conceptualise parental home-based work in relation to their everyday family life and home, and how they participate in family practices in the context of home-based work.

The contribution is based on original empirical data that were collected during fieldwork with 11 families in Austria. It builds on observations of daily routines in these families, photointerviews and guided tours through the home with kindergarten and primary school-aged children as well as qualitative interviews with home-based workers living in these households.

From children’s perspectives, the findings show various independences between paid work and family life when work and home coincide. The in-depth analysis of these everyday situations emphasises how children actively modify and shape everyday family life and home in the context of parental home-based work arrangements. Family practices are constantly done and in so doing turn temporarily both the house and the workspace into a home.

Details

Bringing Children Back into the Family: Relationality, Connectedness and Home
Type: Book
ISBN: 978-1-83867-197-6

Keywords

Book part
Publication date: 6 May 2004

Mary M Gergen, Kenneth J Gergen and Frank Barrett

In this chapter we are exploring Appreciative Inquiry within organizations through the dialogic process in its relational aspect. The present discussion is composed of four parts…

Abstract

In this chapter we are exploring Appreciative Inquiry within organizations through the dialogic process in its relational aspect. The present discussion is composed of four parts: An exploration of the myriad meanings of dialogue and a description of a useful orienting platform, dialogue as “discursive coordination.” We then turn to the pivotal function of dialogue in the organizing process and the development of a vocabulary of discursive action with practical consequences for effective organizing. We next turn to the problematic potentials of dialogue. A contrast between generative and degenerative dialogue enables us to explore how certain forms of coordination ultimately lead to organizational growth or demise. Among our conclusions we propose that dialogue originates in public, is a form of joint-action, is embodied and contextually embedded, as well as historically and culturally situated. Dialogue may serve both positive and negative ends. Described are four aspects of dialogue – an emphasis on affirmation, productive difference, coherence, and temporal integration. Appreciative inquiry adds an enormously important element to the transformative potentials of dialogue. Other transformative practices and potentials are also described.

Details

Constructive Discourse and Human Organization
Type: Book
ISBN: 978-0-76230-892-7

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