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Living Life to the Fullest: Disability, Youth and Voice
Type: Book
ISBN: 978-1-83909-445-3

Book part
Publication date: 4 November 2021

Emma Davidson and Christina McMellon

Practices of reflexivity have encouraged youth researchers to discuss ethical dilemmas encountered in the field more openly. Whilst this has afforded a departure away from…

Abstract

Practices of reflexivity have encouraged youth researchers to discuss ethical dilemmas encountered in the field more openly. Whilst this has afforded a departure away from abstracted accounts of practice, published work tends to focus on self-oriented reflexivity and the emotional response of the ethnographer. Participants’ own emotions, and the emotional relationships between researcher and participant, have received less consideration. Not only can this result in adversarial, challenging or ‘controversial’ encounters being sanitised or even avoided in written accounts, but also the possible processual, individual or social benefits of a relational ethnography can be downplayed. This chapter uses cross-cultural ethnographic research involving young people in Laos, Southeast Asia and in Scotland, to expose some of the ethical dilemmas that can emerge from researcher–participant relationships. Reflecting and writing about these events deliberately places the researchers in a position of vulnerability by demonstrating the diverse ways emotional connections can shape and direct ethics in practice. The chapter concludes that a balanced approach to ethics, with attention to honesty and relationality, is key to realising a more considerate, authentic ethnographic account.

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Ethics and Integrity in Research with Children and Young People
Type: Book
ISBN: 978-1-80043-401-1

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Book part
Publication date: 4 November 2021

Justyna Deszcz-Tryhubczak and Mateusz Marecki

In the years 2016–2019, in collaboration with primary school students from Wrocław, Poland, the authors endeavoured to implement participatory methods in children’s literature…

Abstract

In the years 2016–2019, in collaboration with primary school students from Wrocław, Poland, the authors endeavoured to implement participatory methods in children’s literature studies. Their collaborations with these children resulted in the formation of an intergenerational research team and the publication of two peer-reviewed articles co-written with child researchers. As their thinking about child-led research has gravitated towards approaches accentuating the value of co-thinking, they have grown convinced of the potential of participatory research to counterbalance the adultism prevailing in children’s literature studies. Building on the authors’ two participatory projects: ‘Children’s Voices in the Polish Canon Wars: Participatory Research in Action’ (Chawar et al., 2018) and ‘Productive Remembering of Polish Childhoods: Child–Adult Memory-Work with the School Literary Canon’ (Deszcz-Tryhubczak et al., 2019), this chapter offers a meta-critical reflection on the practical and ethical challenges of working on a research paper co-authored by young collaborators. They focus on issues linked to child–adult co-authorship, such as anonymity concerns, the ethics of representations, time pressures, and institutional challenges. They propose that the key to reassessing the status of child-led research in academia lies in accepting the ‘messiness’ of participatory research, treating it as a constant work in progress rather than a final outcome or product, and shifting away from the more rigid format of academic writing towards a collectivistic and free-flowing narrative.

Book part
Publication date: 4 November 2021

Gunjan Wadhwa

This chapter draws on a study on Adivasi identities in a context of protracted violence and conflict in India. The chapter examines the ethical issues that emerged during the…

Abstract

This chapter draws on a study on Adivasi identities in a context of protracted violence and conflict in India. The chapter examines the ethical issues that emerged during the research with young people, through a critical exploration of researcher positionality and power. The chapter is informed by a naturalistic inquiry into community interactions and youth voice in an area of civil unrest in India, and specifically, with young people from the historically marginalised Adivasi community. I reflect on my theoretical transition to poststructuralism in the doing of this research, enriched by postcolonial and feminist perspectives, which emphasises the centrality of context and the inextricability of the researcher from the researched. By critically reflecting on my power and positionality as an adult researcher, I question how the particular context of the young participants, my presence and participation within it produced particular responses, understandings and identities of young people. These understandings are entangled with ethical challenges in relation to the navigation of the research context, gendering and hierarchisation within local community relations. In encountering these complexities, my ethical positioning raises questions about ‘representation’ in the capturing of youth voices in the Indian context. The chapter suggests an articulation and linking of the ethical tensions to a substantiation of the theoretical and methodological framings of research, informed through the research context and the researcher’s positionality.

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Ethics and Integrity in Research with Children and Young People
Type: Book
ISBN: 978-1-80043-401-1

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Book part
Publication date: 26 June 2007

Karin A. Martin, Katherine P. Luke and Lynn Verduzco-Baker

In this chapter we reinvigorate socialization as a theoretical framework for studying gender and sexuality, and we do so by focusing attention on the sexual socialization of young…

Abstract

In this chapter we reinvigorate socialization as a theoretical framework for studying gender and sexuality, and we do so by focusing attention on the sexual socialization of young children. We provide an overview of the literature on the sexual socialization of young children. We discuss why researchers should be interested in childhood sexuality, and the role of parents, peers and schools, and the media in sexual socialization. We also address three overarching issues: methodology, the hegemony of heterosexuality, and child sexual abuse. Throughout, we suggest and organize some of the empirical questions that form a research agenda for those interested in this topic.

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Social Psychology of Gender
Type: Book
ISBN: 978-0-7623-1430-0

Book part
Publication date: 23 June 2022

Diana Milstein, Regina Coeli Machado e Silva and Angeles Clemente

This chapter explores the ethical dilemmas that emerged in situ from an ethnographic study in collaboration with Latin American children and youngsters. It was developed in the…

Abstract

This chapter explores the ethical dilemmas that emerged in situ from an ethnographic study in collaboration with Latin American children and youngsters. It was developed in the challenging conditions of isolation and lockdown, during the COVID-19 pandemic. In such times, a group of eight researchers from different geographical locations in the Americas looked into the ways children reorganise, reconstruct and reinterpret their daily lives in social isolation. The methodological approach, which enabled dialogue and conversation, began through a system of correspondence – in oral, written, recorded, drawn, photographed and audiovisual forms – among Latin American children. The expectations about the viability of this fieldwork modality brought, from the beginning, ethical challenges that required continuous adjustments, agreements, rectifications, adaptations and explicit reflection on such ethical aspects. Here we focus on three challenges that we analyse individually, although in practice they were interconnected. The first one was the dilemma regarding perception and use of time. The second ethical challenge is based on the fact that we recruited the young participants through friendships and kinship networks that each of the eight researchers previously had. The third challenge was connected to the decision to communicate through letters (a markedly confessional, private and intimate epistolary genre) that were both intervened by our ‘special’ position and also taken as ethnographic documents. In our fieldwork, in the specific spatial and temporal situations we worked, we understand the self as emerging from intersubjectivity and knowledge relations as co-created between researcher and researched. Thus, ethical decisions are made during the research process itself and, for us, in situ ethics entails a reciprocal commitment, between children, youth and adults as co-researchers, to adjust themselves to the developments and boundaries of the ethnographic field. This also allowed the participants to manage the adjustments in this specific and situated context that circumscribed everybody, seeking answers in conversations and paying careful attention to the situation.

Book part
Publication date: 8 March 2017

Heidi M. Gansen

In this chapter, I focus on two methodological issues involved with conducting ethnographies of very young children; establishing a researcher role in preschool classrooms while…

Abstract

In this chapter, I focus on two methodological issues involved with conducting ethnographies of very young children; establishing a researcher role in preschool classrooms while simultaneously gaining access into children’s culture and the trust of adult gatekeepers involved (i.e., teachers). Drawing on my participant observation experiences in 10 preschool classrooms (over 470 hours and 19 months of observations), I challenge the use of the friend role (Fine & Sandstrom, 1988) and least-adult role (Mandell, 1988) in research with young children. I examine how teachers mediate the researcher’s role in participant observation of children in preschool classrooms demonstrating the importance of establishing a middle manager role between teachers and children when conducting participant observations. I also discuss strategies used to overcome adult’s mediation of the researcher’s role, and strategies for simultaneously gaining teachers and children’s rapport in participant observation research in ways that formulate positive relationships with adults and children. I demonstrate the importance of researcher reflexivity of children’s and adults’ assessments of researchers’ roles in the field, highlighting how researchers’ impacts on children are not dependent on the times they are present in the field. Instead, I show that children continue to critically assess researchers’ positionality and roles in the field, often times seeking the help of adults (i.e., parents and teachers), further stressing the need for researchers to negotiate an understanding of their roles with both adults and children prior to and while in the field.

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

Keywords

Open Access
Book part
Publication date: 4 October 2023

Éva László, Alina Bărbuţă, Viorela Ducu, Áron Telegdi-Csetri and Maria Roth

The topic of parent migration and its effects on the family environment has become a focus of moral dilemmas in East Europe for the last three decades. Children have been…

Abstract

The topic of parent migration and its effects on the family environment has become a focus of moral dilemmas in East Europe for the last three decades. Children have been portrayed as social orphans and parents working abroad as neglectful parents. Today, with more evidence from research and experience, the impact of parental migration is much more comprehensive and nuanced, recognising its noxious or even harmful but also possibly empowering effects. This chapter reflects on the involvement of left-behind adolescents as co-researchers in a study of transnational families. It acknowledges the agentic role of children (often automatically labelled as victims of neglect), amplifies their voices to inform existing data on the impact of parents' departure to work abroad and identifies directions for intervention that might strengthen families.

The research is an integral part of CASTLE – Children Left Behind by Labour Migration, an ongoing project (June 2021–December 2023). 1 This chapter presents the research collaboration experience with 12 co-researcher adolescents with previous left-behind experiences, originating from Moldova and currently residing in Romania. The co-researchers participated in all stages of the research process: training, design of data collection, recruitment of research participants, data analysis and dissemination of results. Taking co-researcher roles had an empowering effect on adolescents, who learnt how to express their views on the topic, voiced their experiences about the emotional costs of being left behind by their parents and reflected on sensitive issues like separation of family members and violence in the family.

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Participatory Research on Child Maltreatment with Children and Adult Survivors
Type: Book
ISBN: 978-1-80455-529-3

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Book part
Publication date: 8 March 2017

Tricia McTague, Carissa Froyum and Barbara J. Risman

There are three main analytic challenges to studying kids, especially where the core focus is inequality: (1) minimizing the power imbalance between adults/researchers and…

Abstract

There are three main analytic challenges to studying kids, especially where the core focus is inequality: (1) minimizing the power imbalance between adults/researchers and kids/participants, (2) attending to the active and imaginative communication styles of young people, and (3) getting beneath the superficial rhetoric of meritocracy, colorblindness, and post-feminism. In this chapter, we draw from our own qualitative insights when studying middle school kids (grades 6–8, ages 11–14) in providing a systematic analysis of the effectiveness of distinct visual strategies and their respective strengths and limitations for producing rich, useful, and specific data. The insights gleaned are applicable to analyses of kids, understandings of inequality, and even methodological training.

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

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Abstract

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Reshaping Youth Participation: Manchester in a European Gaze
Type: Book
ISBN: 978-1-80043-358-8

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