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EK313 Block 1 Week 2 cont. - Coggle Diagram
EK313 Block 1 Week 2 cont.
Adults tend to fund, organise, run & report research.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778147§ion=1.4.3
near unanimous adoption of the
Convention on the Rights of the Child (United Nations, 1989)
shows a shift in thinking. . . informed, involved and consulted . . . influential in how children and young people are included in research.
‘
objects
’ acted upon by others rather than social actors in their own right. . .dependent and needing adults to interpret their lives.*
‘
subject
’, foregrounded in research which has a child-centred perspective but where young people’s involvement may be tempered eg. excluding the views of children with learning difficulties*
*‘social actor
’ with autonomous status taking part in, changing and being changed by the social and cultural world they live in. . . does not necessarily distinguish between adults and children.*
* active ‘participant researcher/co-researcher’
, respecting the UN Convention on the Rights of the Child for children to be active researchers in matters which concern their own lives.*
Christensen and Prout (2002
) cited in MM. . four different types of involvement that have developed over time:
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778147§ion=1.5
Chapter 2 2nd half
Fraser, Flewitt & Hammersley year?
Mosaic approach
kids run tours, draw pics etc.
'range of
participatory visual methods
' (alongside observations & interviews)
'participation' great but ...
working with children and young people is complex and can present a series of challenges.
MM
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778147§ion=1.5.2
Indian
Bangalore
in the past- children incompetent and/or unreliable
Qvortrup et, 1994:2? cited in FFH) p.41
or a 'work in progress'
about what they'll '
become
' not 'who they
ARE
now' - indicates kids hold no status/worth in society
how can it be valid research if not factoring in their experiences or perspectives.?
Now- against 'objects'. instead 'participants', rights,
Margaret Donaldon (1978) criticised Piaget!!
not taking account of situation. Under diff conditions act differently & capable of thing she said were later.
But 'participation' a spectrum of inclusion
p.42
one end kids leading it (little adult interference)
other end- adult led with child interviews or documentary data
most somewhere within these extremes. But all recognise
'experts in their own lives'
my notes from module:
The authors describe 'object' being studied as outdated. It was based on the belief that children were incompetent and/ or unreliable.
TBH I have only experience of academic testing, which is more collecting data not asking opinions. I have now seen the Robertsons' videos of children in hospitals. This evoked change despite not specifically 'asking' children for their opinions. And certainly was not designed or carried out by child researchers. As was stated by Samantha Punch, is this drive to say children are to be 'participants' tokenism and unrealistic. We do not expect adult non researchers to create their own studies, why should children? PC gone mad (like everything else theses days!!)
Nevertheless, general acknowledgement now that children are 'experts in their own lives' and should be participants. As FF&H say this is across a wide spectrum from adult run research where children play a role in providing interviews and documentary data to child led research. Personally, bearing in mind Punch's comments I think the latter is nonsense. Also who is funding this? Kids? So the power is always with adults. Who is instigating the research project? Who will be updating policy & practice? Some may say this demonstrates the power struggle is inevitable weighed towards adults. However, I believe it highlights that adults will always be the driving force behind research regarding children as adults are wiser/ educated/experienced in such fields and ultimately they love their children and want the best for them.
Kate Pahl and Steve Pool:
‘Living your life because it’s the only one you’ve got’.
https://www-proquest-com.libezproxy.open.ac.uk/docview/920894768?accountid=14697
project funded by Creative Partnerships UK,
. .
a creative agent, three artists and a researcher all worked within an elementary school in South Yorkshire, UK, for two years, to focus on the children's Reasons to Write.
Ideas the adults thought were clever were found to be redundant in relation to children's epistemologies.* (in abstract)
we wanted to write an article on postmodern and modern understandings of place and space, which was not possible, as the children didn't think it was important, and we also wanted to write an article on music as improvisation: that was not possible either as the children did not make the connection in their data analysis.*
If we are to take children's epistemologies seriously, we have to
give up our own, sometimes clever sounding, academic ideas
Kids don't know better!! not trained! concurs with Samantha Punch!!
We acknowledge the limitations of this process, that we are, essentially, talking about 'pockets of participation' (Franks, 2011),
between 10 and 11 years of age
Following Law (2004), we have allowed for the 'messiness' of the research, and have allowed methods to emerge in the field, rather than impose methods on the field. This meant that the process has been less planned, more apparently chaotic and more serendipitous.
the new UK government is slowly dismantling the public sector,
politically biased article?? also mining communities/ anti Thatcher
characterised by a historical landscape of pits that had closed down
all a bit disjointed & badly written. Who wrote up discussions??? Awful!
Thurnscoe, as a place, was not represented in the University Library except in the seventeenth century. This article that the children have written is the second piece of writing about Thurnscoe that will be indexed and represented in the Sheffield University library.
only piece about this village in Uni Library since 17C!!
but totally dependent on these 4 children. 4 diff children (especially cleverer ones) would have focused/ prioritised completely diff things- article nor MM appreciate this!!!
Clark (2005) refers to as a
‘listening methodology’
which would allow space for children to voice their views and comment on their own lived experiences* MM
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778147§ion=1.5.3