Children as participants in research. Playful interactions and negotiation of researcher–child relationships

Koch, Anette Boye

doi:10.1080/09575146.2019.1581730

Cited by 15 publications

(6 citation statements)

References 32 publications

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“…Similarly, code six, children’s engagement with Aboriginal knowledge in the context of multiculturalism was apparent in the children’s focus groups. Our analysis is, at times, speculative and inclusive of multiple meanings, a deliberate ‘disposition to accommodate the complexity and ambiguity of children’s accounts’ (Graham & Fitzgerald, 2010, p. 138) and to acknowledge the playful creative storytelling of children as exploring multiple meanings and possibilities (Koch, 2021). As a result, the seventh code, that of sharing difficult knowledge with children, was further developed by the authors through considering how children engaged with artefacts and knowledges, resulting in the theme of imagination and play.…”

Section: Methodsmentioning

confidence: 99%

‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres

Townley,

Staples,

Woodrow

et al. 2024

Australasian Journal of Early Childhood

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This paper explores children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges. Guided by the relational lenses of respect, responsibility and reciprocity, we conducted focus groups with children across five Australian early education centres. We found that Acknowledgement practices were evident through recitation of their Acknowledgement to Country, engaging with artefacts, and/or discussion of artworks. Secondly, children demonstrated emerging understandings about place names, the symbolic use of flags for places and people, and Australian plants and animals. Thirdly, Aboriginal cultures as living cultures were evident in temporal discussions about people and culture. Finally, imaginative play implied efforts to make sense of Aboriginal concepts and language. Across the study, children were active in experimenting with ideas in their own meaning making. Acknowledgement to Country was not a moment in the day; rather, it was embedded throughout the day through routines, storytelling, play and creative activities, all designed to foster learning.

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Section: Methodsmentioning

confidence: 99%

‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres

Townley,

Staples,

Woodrow

et al. 2024

Australasian Journal of Early Childhood

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“…I wholeheartedly agree that facet methodology can go beyond the boundaries of sociology thanks to its ‘trans or inter-disciplinary disposition, and epistemological openness’ (Mason, 2011:86), which is demonstrated by the studies that have already used it. Although it is a new approach within social sciences, it has already been used in a diverse range of fields such as dance and family studies (Sharp and DeCesaro, 2015); health sciences (Phoenix and Bell, 2019); education (Mann and Warr, 2017); feminism (Lewis et al, 2015, 2018; Marine and Lewis, 2014); psychology (Larkin et al, 2019); child studies (Conn, 2015; Koch, 2019); and sociology (Davies and Heaphy, 2011). My research adds feminist media studies to this growing list.…”

Section: Situating Facet Methodologymentioning

confidence: 99%

‘Into the Unknown’: Using facet methodology to explore the Disney Princess Phenomenon

Muir

2022

Methodological Innovations

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The Disney Princesses are 18 royal characters featured in Disney and Pixar animated films, merchandise, marketing, and consumer experiences, marketed towards young consumers. Whilst much research has focussed on the representation of gender in Disney Princess films, there has been little focus on the rest of princess culture. This article argues that to understand the Disney Princess Phenomenon in its entirety, a new methodology must be introduced to the field. The article introduces Mason’s facet methodology as a methodological innovation to the fields of Disney and feminist media studies. A creative and innovative approach that allows researchers to ‘play’ with different methods to explore cultural phenomenon. Facet methodology imagines the selected phenomenon as a gemstone, where each ‘element’ or ‘part’ of the phenomenon is a facet of the overall gem. By using different methods to explore each facet, researchers can use findings to refract and reflect ‘light’ on each of the different elements of the phenomenon, demonstrating its entwined nature. The paper firstly outlines Jennifer Mason’s facet methodology. Secondly, it introduces the facets identified in the Disney Princess Phenomenon: films, merchandising and marketing, and consumer experiences. The article then focuses on how facet methodology enabled a creative and holistic approach to studying each facet of the princess phenomenon through a variety of research methods: textual analysis, interviews, content analysis, and autoethnography. The paper then reflects on the approach of facet methodology for research on the Disney Princess Phenomenon and in feminist media studies and media and communication, arguing that facet methodology provides researchers with insights to phenomena we would otherwise not uncover due to its holistic approach.

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“…Ayden's reflection here perhaps suggests that the inclusion of more 'play' in the study would have equalised the power differences between the relationship of adult authors and child authors even further (Koch, 2021). When 'play' was introduced during the co-authorship sessions, the child authors sought to take the lead in facilitating the game.…”

Section: Don't Think Of Hannah Sabine and Ailin As My Teachers Becaus...mentioning

confidence: 99%

‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

Little,

Raine,

Choo

et al. 2024

British Educational Res J

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This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min‐long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co‐framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring ‘silence as voice’, arguing for an extension to participatory research projects, going beyond the research itself and creating a ‘third space’ which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.

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Children as participants in research. Playful interactions and negotiation of researcher–child relationships

Cited by 15 publications

References 32 publications

‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres

‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres

‘Into the Unknown’: Using facet methodology to explore the Disney Princess Phenomenon

‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

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