Being a young political actor

Houghton, Claire; Mazur, Julia; Kansour-Sinclair, Layla; Tisdall, E. Kay M.

doi:10.4324/9781003367758-35

Cited by 2 publications

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“…A very large amount of literature documents the benefits for the child researchers, in their own learning and skills development (Anselma et al 2020;Cuevas-Parra 2018;Graham et al 2017). Child-led research is promoted as an emancipatory practice, recognising children's rights to participate; it is a form of epistemic justice (e.g., Cheney 2018; Thomas 2021), and has demonstrably impacted on policy and practice across a host of contexts (Houghton et al 2023). But, as stated above, its critics doubt its claims to being research: they state that children are unlikely to have the specialist skills to carry out the research or to take on its responsibilities.…”

Section: Discussionmentioning

confidence: 99%

Child-Led Research with Young Children: Challenging the Ways to Do Research

Tisdall,

Clarkson,

McNair

2023

Social Sciences

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Child-led research is gaining increasing attention. Such research involves children leading throughout the research process, from research design to dissemination. Child-led research has tested adult-centric research assumptions, with debates in the literature about researchers’ expertise and responsibilities. If these debates are testing for child-led research undertaken with older children and young people, they are even more so for young children below school-starting age. This article examines child-led research undertaken in a Froebelian early years setting, over 11 months, with 36 children aged between 2 and 5 years, from the adult facilitators’ perspectives. The article utilises the research’s documentation, including mind maps, photographs and story books, songs and video recordings, and an interview undertaken with the facilitating early years practitioner and supporting academic. Learning from this, the article challenges the assumption, in much of the literature on child-led research, that adults need to transmit their knowledge of research methods to children. Instead, a ‘slow pedagogy’ can build on children’s own knowledge, collectively, with time to come to research understandings. The article concludes that child-led research is feasible with young children, but the research process can include or exclude certain forms of children’s communication, making some children more ‘competent’ to undertake research than others.

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Section: Discussionmentioning

confidence: 99%

Child-Led Research with Young Children: Challenging the Ways to Do Research

Tisdall,

Clarkson,

McNair

2023

Social Sciences

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Applying co-production principles in research: Reflections from young people and academics

MacLachlan,

Pemmasani,

Jamieson-Mackenzie

et al. 2024

Childhood

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Co-production, a form of collaborative working, is guided by principles including valuing all participants, building on individual strengths, blurring distinctions between roles, delivering benefits for all participants, building support networks and supporting people to deliver work themselves. This article explores how co-production is understood by young people and researchers and how co-production principles can be applied within a research context. We identify challenges of implementing existing co-production frameworks in research and key areas to consider for future work.

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Being a young political actor

Cited by 2 publications

References 0 publications

Child-Led Research with Young Children: Challenging the Ways to Do Research

Child-Led Research with Young Children: Challenging the Ways to Do Research

Applying co-production principles in research: Reflections from young people and academics

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