Children’s participation: moving from the performative to the social

Horgan, Deirdre; Forde, Catherine; Martin, Shirley; Parkes, A. S.

doi:10.1080/14733285.2016.1219022

Cited by 126 publications

(108 citation statements)

References 48 publications

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“…I proposed to focus more on how children experience, evaluate and grapple with becoming researchers rather than on logistical challenges of payment, time commitment, quality of data or future benefits for child researchers which dominate current debates (Fleming & Boeck, 2012;Hampshire et al, 2012;Porter et al, 2010). My goal is to complicate and contribute to discussions on what matters to children when participating in research and as active researchers (Horgan et al, 2017;Pinter & Zandian, 2012;Smith, Monaghan, & Broad, 2002) and more generally to debates on children's meaningful participation and their voice in research projects (see for example Horgan et al 2017;Mills, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Alderson suggests inclusion of young people as co-authors to present a "more balanced multi-sided account of rights-respecting research". All in all, increasing the degree of children's participation in research per se seems to have been more important than their meaningful participation (see also Horgan et al, 2017;Kim, 2016;Pinter & Zandian, 2012). Priority has been placed on the rhetoric to include children as coresearchers and co-producers of knowledge from design to dissemination, rather than on the relevance of such activities (e.g., co-authorship) for children.…”

Section: Endorsing Children As Researchers and Its Challengesmentioning

confidence: 99%

“…These developments have been further fueled by the United Nations Convention on the Rights of the Child, which requires researchers and policy makers to consult with children on issues concerning their life and to treat them as active citizens. As a consequence, seeing children as social actors in their own right has led to children's more active involvement in research projects and shifted and complicated how participation is framed (Horgan, Forde, Martin, & Parkes, 2017;Powell, Fitzgerald, Taylor, & Graham, 2012;Skelton, 2007).…”

Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

“…Secondly, increasing children's participation in research became an aim and often unspoken moral and ethical requirement to comply with the United Nations Convention on the Rights of the Child, to recognise children as current citizens and capable social actors (Gallacher & Gallagher, 2008). Concepts of children's rights, justice and empowerment are a central part of these discussions and frame children's participation in research and wider societal issues (Graham, Powell, Taylor, Anderson, & Fitzgerald, 2013;Horgan et al, 2017;Lundy & McEvoy, 2012). As a consequence, many research projects have moved from adult-centred to child-led studies in the search for child-friendlier methods and ways to increase children's voice in research and society (Gallacher & Gallagher, 2008;Porter et al, 2012;Wyness, 2013).…”

Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

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Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Ergler

2017

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Primary school children participating as researchers has become a moral obligation to meet the goal of children's participation rights. Yet, critical voices rarely question the ethical and practical implications of turning young children into mini-clones of adult researchers. While enabling and constraining aspects of participatory methods and inherent power issues per se are widely discussed, adult researchers still seem to struggle to critically engage with celebratory accounts of children as researchers. In particular, the practical obligations, ethical challenges and tensions that impact on primary school children's research experiences, are underexplored. Findings from two projects on play, which engaged children as active researchers, suggest that more attention needs to be paid to the messy realities of becoming and being a child researcher. In particular, researchers should be more attuned to children's capabilities and the ethical hurdles for child and adult researchers. This article argues therefore for a more dynamic, meaningful and realistic model of participation, that speaks to the messy realities of becoming and being a child-researcher. In other words, the article questions the dominant orthodoxy of children as researchers as the 'gold standard' of participatory research with children.

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Section: Resultsmentioning

confidence: 99%

Section: Endorsing Children As Researchers and Its Challengesmentioning

confidence: 99%

Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

See 2 more Smart Citations

Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Ergler

2017

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“…The child participation agenda has been influenced by the UNCRC emphasis on children as rights holders, childhood studies perspectives on children as social actors, and more recent conceptualizations of the spatialrelational nature of children's lives (Horgan, Forde, Martin, & Parkes, 2017). These influences have underpinned moves to promote children's inclusion as participants rather than 'apprentice adults' in society (Alanen, 2001).…”

Section: Influences On the Child Participation Agendamentioning

confidence: 99%

Consultations with Children and Young People and Their Impact on Policy in Ireland

Horgan

2017

Self Cite

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This article will examine the participatory structures for consulting with children in Ireland. It provides a background with reference to the National Strategy on Children and Young People's Participation in Decision-making (Department of Children and Youth Affairs, 2015)-the first of its kind in Europe-its key objectives, and recent progress in meeting these. Examples of two consultations with children, on health and afterschool care, and their impact on policy, will be discussed. The potential for consultations of this kind to influence and child-proof policy will be reflected on; the argument in this article is that there are different levels of participation for different purposes. The author worked with colleagues on two national consultations in 2015 and 2016 involving children between 5 to 17 years of age utilising a variety of child-centred activities. The methods are strengths-based consultative approaches that allow children to identify and explore issues based on what they know and experience in their everyday lives. Initial reflections indicate that consultations with children can be an important and challenging tool in accessing their views on policy issues of importance to them which help to child-proof policy and ensure it is in the best interests of children.

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Exploring student participation across different arenas of school life

Graham

Truscott

Simmons

et al. 2018

British Educational Res J

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Much has now been written on student participation at school. Yet a lack of conceptual clarity, contestation over purpose and benefits, and uncertainty about how to culturally embed and effectively facilitate participation in school contexts continue to pose considerable challenges. This article reports the qualitative findings from a large-scale, mixed-method study that sought to explore how participation is perceived and practised in schools. The qualitative phase involved students from Years 7-10 (n = 177) and staff (n = 32) across 10 government and Catholic secondary schools in New South Wales (NSW), Australia. The data demonstrate that considerable efforts are being made in NSW schools to expand opportunities through which students might 'participate', with these explored across three key arenas of school life: the classroom; co-curricular activities, including formal participatory structures; and informal relational spaces. Although participatory opportunities were largely ad hoc and often dependent upon the approach of individual teachers or school initiatives, differing enactments of childhood and adulthood were identifiable between the three arenas, along with varying expectations in this regard. The classroom emerged as a positive arena at present, and one in which adult-child relations are beginning to become reconfigured. The co-curricular arena was much more contested, with the breadth of potential participatory opportunities perhaps distracting from the need to address underlying intergenerational issues. However, informal relational encounters between students and teachers were becoming increasingly egalitarian, and these offer scope for creating the cultural preconditions such that student participation might expand more evenly across school life.At the moment it's just very much skimming the surface and we do something, 'Oh that wasn't a bad idea . . . ' but it's not really embedded, it doesn't have that well, fine-tuned and rounded approach. (Principal, School A) 1034 A. Graham et al.

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Children’s participation: moving from the performative to the social

Cited by 126 publications

References 48 publications

Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Advocating for a More Relational and Dynamic Model of Participation for Child Researchers

Consultations with Children and Young People and Their Impact on Policy in Ireland

Exploring student participation across different arenas of school life

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