Beyond on or with: Questioning power dynamics and knowledge production in ‘child-oriented’ research methodology

Abstract

By taking a reflexive approach to research methodology, this article contributes to discussions on power dynamics and knowledge production in the social studies of children. The author describes and analyzes three research methods that she used with children — drawing, child-led tape-recording and focus group discussions. These methods were carried out during 15 months of research in a low-income urban settlement in Zambia with children (ages 8—12) caring for sick parents or guardians. The research raises two points concerning current conceptions of children’s research methodology. First, it is necessary to investigate what so-called ‘child-oriented’ research methodologies accomplish for adult researchers. Second, acknowledging that children have their own reasons for participating in research and investigating these reasons may offer a more comprehensive view of children’s experiences and needs.

Contested voices? Methodological tensions in creative visual research with children

“…Gallacher and Gallagher 2008;Gillies andHunleth, 2011). As Holland et al (2010:362) suggests much of what passes as creative participatory methods with children are in fact highly managed encounters between adult researchers and children which in turn are very much reliant on institutionalized educational practices and children's 'schooled docility.'…”

“…Within the social studies of childhood there has been increasing emphasis on working participatorily with children in order that they might set research agendas and participate in more equal ways (Gallacher and Gallagher, 2008;Hunleth, 2011;Thomson, 2008;Van Blerk and Barker, 2008). This has included the development and application of a range of seemingly child-oriented creative practices which encompass art, photography and video methods.…”

“…A key principle underpinning the deployment of creative methods is that engaging children in practical tasks of their choosing enables them to give voice to their experiences in ways which are meaningful to them which are not reliant on verbal competencies (Gallacher and Gallagher, 2008;Hunleth, 2011;Tinkler, 2008;Wright , Darko, Standen and Patel, 2010), a view which is also predicated on the epistemological principle that knowledge produced by children about children's experiences offers a 'better' understanding of these experiences than that generated by adults (Gallacher and Gallagher, 2008). However, within the social studies of childhood literatures and more particular within the field of children's geographies and cultural studies these claims are increasingly subject to challenge and contestation.…”

Pride and Prejudice : Lesbian Families in Contemporary Sweden

“…Children are seen as active agents who form childhood in culturally and historically situated contexts. Close attention is paid to the children's own perspectives, and studies often aim to make children's voices heard (Cummings & Schermerhorn, 2003;Halldén, 2007;Hunleth, 2011;James & James, 2008;Kellett, 2010;Woodhead & Faulker, 2008;Wyness, 2012).…”

Children As Caregivers : The Global Fight Against Tuberculosis and HIV in Zambia

“…See for example Gallacher and Gallagher (2008) and Hunleth (2011) for reflections on and critiques of the privileging of participatory research methods in childhood research.…”