Ethical perplexities of researching with children in uncertain times: a dialogic approach

Abstract

In this article I compare two studies, one pre-and one post-COVID-19, to consider the ethics of researching with children, especially during uncertain times. I argue that ethics are entwined with assumptions about children, 'voice', relational dynamics and representation. To reflect upon those assumptions and their ethical implications, I draw upon three Bakhtinian dialogical principles: that the self is in its nature responsive and never fully knowable or complete; that meaning-making is a complex, dynamic, situated activity; and that finalisation is deeply unethical. I propose a dialogic approach to researching with children as an ethical orientation which respects our common humanity and agency and allows for trust, sensitivity, responsive meaning-making, openness and inarticulacy. I also consider the perplexities of achieving dialogic relationships and meaningful dialogue with children, especially at times when researcher and participants may be separated physically in space and time and when methodological compromises may be unavoidable.