Ethics of care across professional and everyday positionalities: The (un)expected impacts of participatory video with young female carers in Slovakia

Blažek, Matej; Smith, Fiona; Lemešová, Miroslava; Hricová, Petra

doi:10.1016/j.geoforum.2015.02.017

Cited by 30 publications

(20 citation statements)

References 48 publications

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“…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). Therefore, it is not surprising that debates around the ethics of care in research relationships and how children value and experience their participation began to emerge (Blazek, Smith, Lemešová, & Hricová, 2015;Hadfield-Hill & Horton, 2013;Pinter & Zandian, 2012). However, researchers also began to look at children's voices in research within the complexities of their status as 'beings and becomings' and the relational nature of children's lives (Leonard, 2016;Nielsen, 2016;Wyness, 2013).…”

Section: The Development Of Employing Children As Researchersmentioning

confidence: 99%

“…On the one hand, given how research has been institutionalised, children are not only researchers, but also participants in studies that conform with institutional ethic guidelines. On the other hand, everyday activities such as play creep into the research process unexpectedly (see also Blazek et al, 2015). While children do not necessarily leave the formal research space and wander off to a playground, they nonetheless, easily and happily move between the roles of playmate, participant and researcher.…”

Section: Merging the Roles Of Being A Participant Researcher And Plamentioning

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: The Development Of Employing Children As Researchersmentioning

confidence: 99%

Section: Merging the Roles Of Being A Participant Researcher And Plamentioning

confidence: 99%

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

Ergler

2017

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“…An ethic of care highlights the interdependence and interconnectedness of human relations, responsibilities and practices of care and hence can be understood as an ethical foundation for social theory and research (Blazek et al . ). By adopting radical relationality, the practice of ‘good research’ attempts to ‘articulate (re‐scribe) the object of research in a normatively meaningful way’ (Pols , 192).…”

Section: Feminist Ethics Of Care Participatory Praxis and ‘Impact’mentioning

confidence: 97%

“…Blazek et al . (, 54) suggest that research should be understood from the outset as ‘more‐than‐research’ and ethics of care give rise to multiple academic and non‐academic outcomes that ‘resist auditability’. Time is thus crucial to develop meaningful connections and collaboration with research participants based on an ethic of care.…”

Section: Feminist Ethics Of Care Participatory Praxis and ‘Impact’mentioning

confidence: 99%

Achieving and evidencing research ‘impact’? Tensions and dilemmas from an ethic of care perspective

Evans

2016

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While many academics are sceptical about the 'impact agenda', it may offer the potential to re-value feminist and participatory approaches to the co-production of knowledge. Drawing on my experiences of developing a UK Research Excellence Framework (REF) impact case study based on research on young caregiving in the UK, Tanzania and Uganda, I explore the dilemmas and tensions of balancing an ethic of care and participatory praxis with research management demands to evidence 'impact' in the neoliberal academy. The participatory dissemination process enabled young people to identify their support needs, which translated into policy and practice recommendations and in turn, produced 'impact'. It also revealed a paradox of action-oriented research: this approach may bring greater emotional investment of the participants in the project in potentially negative as well as positive ways, resulting in disenchantment that the research did not lead to tangible outcomes at local level. Participatory praxis may also pose ethical dilemmas for researchers who have responsibilities to care for both 'proximate' and 'distant' others. The 'more than research' relationship I developed with practitioners was motivated by my ethic of care rather than by the demands of the audit culture. Furthermore, my research and the impacts cited emerged slowly and incrementally from a series of small grants in an unplanned, serendipitous way at different scales, which may be difficult to fit within institutional audits of 'impact'. Given the growing pressures on academics, it seems ever more important to embody an ethic of care in university settings, as well as in the 'field'. We need to join the call for 'slow scholarship' and advocate a re-valuing of feminist and participatory action research approaches, which may have most impact at local level, in order to achieve meaningful shifts in the impact agenda and more broadly, the academy.

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“…An important corollary to the maturing of these debates within geography is the growing potential to engage with radical youth work practice (e.g. Blazek et al ; Smith et al ), a field equally concerned with refreshing its own critical positions towards participation and pedagogy in broadly similar terms (Belton , ; De St Croix ; Skott‐Myhre , ; Skott‐Myhre et al ). Significantly, under‐examined synergies are apparent in the rejection of practices that seek to intervene in, act upon and ultimately “other” the everyday lives of young people (e.g.…”

Section: Introductionmentioning

confidence: 99%

World Making, Critical Pedagogies, and the Geographical Imagination: Where Youth Work Meets Participatory Research

Dickens

2017

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Renewed interest in the critical geographies of education has raised productive yet under-examined synergies with reflections taking place among radical youth work and participatory research practitioners. In particular, such intersections point to important ways that the geographical imagination might advance a critical yet creative means of learning through the living material forces of everyday worlds. This paper examines this common ground through a collaborative, London-based case study exploring young people's sense of home and belonging in the inner-city. It argues that cross-overs between the praxis of participatory research and youth work offer generative potential to act alongside young people in the production of autonomous geographical knowledges. Specifically, the case is made for prioritising an imaginative, experiential and intersubjective pedagogical process of "world making", as an alternative to practices that intervene in, act upon and ultimately "other" the everyday lives of young people.

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Ethics of care across professional and everyday positionalities: The (un)expected impacts of participatory video with young female carers in Slovakia

Cited by 30 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

Achieving and evidencing research ‘impact’? Tensions and dilemmas from an ethic of care perspective

World Making, Critical Pedagogies, and the Geographical Imagination: Where Youth Work Meets Participatory Research

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