Child-Led Research: Questioning Knowledge

Cuevas‐Parra, Patricio; Tisdall, E. Kay M.

doi:10.3390/socsci8020044

Cited by 50 publications

(39 citation statements)

References 44 publications

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“…Cuevas-Parra and Tisdall (2019) offer one such alternative view of knowledge, wider in conception of how it is produced and why it is valued. They argue, on the basis of their own empirical research, that:Child-led research is challenging ‘traditional’ social research, by questioning what constitutes knowledge, within contexts of generational difference and power.…”

Section: Three Types Of Criticism and The Beginnings Of A Responsementioning

confidence: 99%

Child-led research, children’s rights and childhood studies: A defence

Thomas

2021

Childhood

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Recent articles by Kim and Hammersley have critiqued, respectively: the methodological and normative assumptions that underlie research ‘by’ children; claims made about the implications of children’s rights for the ethics of research with children; and more broadly, some of the central commitments of Childhood Studies. This paper offers a response to these critiques, seeking to distinguish between those that clearly should be accepted, those that appear to be based on a misreading of the claims being made by scholars and researchers, and those that represent serious challenges to defend, redefine or rethink our aims, claims or practices.

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Section: Three Types Of Criticism and The Beginnings Of A Responsementioning

confidence: 99%

Child-led research, children’s rights and childhood studies: A defence

Thomas

2021

Childhood

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“…Fleming, 2011;Sharpe, 2015;Shier, 2015;Skelton, 2008). Evidence from the childhood studies field show that children and young people are progressively taking on different functions within research projects, including roles as research advisers, data collectors, co-researchers, or lead researchers (Collins et al, 2020;Cuevas-Parra & Tisdall, 2019;Schäfer & Yarwood, 2008). While in the past, children and young people were often excluded from research processes, a new wave of researchers from multiple disciplines have been influenced by the children's rights agenda and the epistemological position that views children and young people as social actors, increasingly engaging them in research and validating their contributions toward addressing research questions (see Lundy et al, 2011;Punch, 2002b;Spyrou, 2016;Tisdall, 2018;Van Blerk, 2019;Wilkinson & Wilkinson, 2017).…”

Section: Generating Knowledgementioning

confidence: 99%

Co-Researching With Children in the Time of COVID-19: Shifting the Narrative on Methodologies to Generate Knowledge

Cuevas‐Parra

2020

International Journal of Qualitative Methods

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Children and young people’s participation in decision-making has substantially increased in the last 3 decades; although, their participation in research has been more problematic due to traditional views that exclude them from the realm of knowledge generation. This article critically reflects on the way that 12 children and young people engaged as co-researchers in an intergenerational research project that explored the perspectives of children and young people during the COVID-19 outbreak. Drawing upon the experiences of these child researchers, the author discusses the methodological and ethical complexities of their engagement—which is already a disputed topic—in the context of the global health crisis characterized by lockdowns, isolation, and social distancing. The author outlines the strategic role that the child researchers had in reaching their peers and collecting relevant data, which would not have been possible without them, due to the circumstances of the pandemic. Furthermore, it is argued the need to rethink the role of children and young people as partners in research, especially in times of crises, and to embrace the epistemological position that they are able to deliver quality research results. The generation of collective knowledge is intertwined with relations, situations, and contexts, and together they influence each other, making the research project dynamic and unconceivable without the child researchers.

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“…For example, some children are at risk of being "over-consulted" because of their visibility as experts by experience (Tisdall, 2017, 61). Therefore, it is important, as underlined by Cuevas-Parra and Tisdall (2019), to consider both knowledge and how it is used and generated in the contexts of generational difference and power.…”

Section: Service User Involvement Children and Knowledgementioning

confidence: 99%

“…As a social structural category, the generational order(s) is always present, if not necessarily that visibly or always the most important standpoint, but it is invariably there (Punch, 2020;Alanen and Mayall, 2001). The current literature on children's collective participation emphasises the importance of intergenerational relations and calls for a focus on the generational difference (Cuevas-Parra and Tisdall, 2019;Kiili and Larkins 2018;Moran-Ellis and Sü nker, 2018). Although our study is confined to professionals' views, it does enable us to unpick meanings given to children's service user involvement.…”

Section: Children Adults and Intergenerational Relationsmentioning

confidence: 99%

Professionals’ views on children’s service user involvement

Kiili

Itäpuisto

Moilanen

et al. 2021

JCS

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Purpose Children are gradually attaining recognition as service users and their involvement in service development has been advanced in recent years. This study draws on empirical research in social and health-care services designed for children and families. The purpose of this paper is to analyse how professionals understand children’s involvement as experts by experience. The focus is on professionals’ views and intergenerational relations. Design/methodology/approach The research data comprise 25 individual and 10 group interviews with managers and professionals working in social and health-care services in one Finnish province. The data were analysed using qualitative thematic analysis. Findings The professionals recognised the value of children’s service user involvement. However, they concentrated more on the challenges than the possibilities it presents. Health-care professionals emphasised parental needs and children’s vulnerability. In turn, the professionals from social services and child welfare non-governmental organisations perceived children as partners, although with reservations, as they discussed ethical issues widely and foregrounded the responsibilities of adults in protecting children. In general, the professionals in both domains saw themselves as having ethical responsibility to support children’s service user involvement while at the same time setting limits to it. Originality/value This study confirmed the importance of taking intergenerational relations into account when developing children’s service user involvement. The results indicate that professionals also need to reflect on the ethical challenges with children themselves as, largely owing to the generational position of children as minors, they rarely perceive them as partners in ethical reflection.

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Child-Led Research: Questioning Knowledge

Cited by 50 publications

References 44 publications

Child-led research, children’s rights and childhood studies: A defence

Child-led research, children’s rights and childhood studies: A defence

Co-Researching With Children in the Time of COVID-19: Shifting the Narrative on Methodologies to Generate Knowledge

Professionals’ views on children’s service user involvement

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