‘Looked-after’ young people's voices an actor-network theory analysis

Hanson, Lucy; Holligan, Christopher; Adams, Maria R.

doi:10.1080/14733285.2016.1157570

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…In line with this, several childhood studies scholars have argued for drawing on sensibilities and concepts from STS and ANT (see Ansell, 2009; Hanson et al, 2016; Oswell, 2013; Prout, 2011; Ryan, 2012; Sørenssen, 2016; Sørenssen et al, 2019; Walkerdine, 2005). Walkerdine (2005) suggests that an ANT approach to childhood moves us beyond dualisms, such as the perceived dualism between humans and non‐humans, while Ryan uses ANT to move beyond the bio‐social dualism (2012).…”

Section: Materiality In Childhood Studiesmentioning

confidence: 91%

“…However, what this perspective enables is an open‐ended relational understanding of children's everyday lives. As suggested by Sparrman (2020) and Hanson et al (2016) we should avoid a priori ideas and reductionist and essentialised thinking. In exploring social norms as entangled in relations between human and non‐human actors and by focusing on how material entities are active in enacting social norms, we open our analysis for a more relational understanding of children and childhood and avoid the reductionist and essentialist ’traps of closure’.…”

Section: Engaging With Ant To Explore the Materials In Social Normsmentioning

confidence: 96%

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Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’

Sørenssen

Franck

2021

Children & Society

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This article employs a sociomaterial perspective and explores how material artefacts take part in the enactment of social norms by analysing empirical examples from two different childhood studies projects in Norway. Drawing on interview data with tweens, (children aged 8–12), and observational data from an early education and care institution (ECEC), we argue that material, in this case toys and makeup, make a difference in the enactment of social norms in children's everyday lives. Our aim is to demonstrate the malleability of a sociomaterial perspective and show how this can lead to new insights and open childhood studies as a field.

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Section: Materiality In Childhood Studiesmentioning

confidence: 91%

Section: Engaging With Ant To Explore the Materials In Social Normsmentioning

confidence: 96%

Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’

Sørenssen

Franck

2021

Children & Society

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“…This approach engages the concept of human agency as an emergent function of complex networks (Lee, 2001;Mannion, 2007;Prout, 2005). Human agency in any context assembles social "actors," including objects and technologies, laws, and institutions as well as the more common focus on the reified and isolated actions and motivations of individual human participants (Ballantyne, 2015;Hanson, Holligan, & Adams, 2016;Høybye-Mortensen, 2014;Manning, 2002;Stanley, 2010). Hóybye-Mortensen (2014), for example, examines the role of plastic laminated hard copies of the assessment framework as an "artefact" used by social workers to explain their practice to service users in Denmark and discusses what this may tell us about the establishment of the professional legitimacy of social workers, whereas Ballantyne (2015) examines the influence of Skype as a tool in supervised contact arrangements and how the technology alters relational dynamics.…”

Section: Human Agency and Assembling Participationmentioning

confidence: 99%

The assembly of active participation by parents of children subject to a multi‐agency model of early intervention in child and family services

Lucas

2019

Child & Family Social Work

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The Common Assessment Framework provides a model of early intervention, which is familiar in local authorities throughout England, and asserts a participatory framework of child and family engagement. This paper is based on a qualitative study of parents and children who were subject to a multi-agency process of early intervention in children's social care in a local authority in the Midlands of England. I advance the concept of assemblage to consider the basis of an active service user participation as rather more a struggle to achieve than something that has been granted by practitioner agencies. Interview extracts are used to show the enrolment and assembly of participation as a process of service users developing their active human agency in a multi-agency setting. The article explores the assembling of skills in administration and management of meetings and plans, accessing knowledge and expertise through service user networks, and challenging professional expertise and institutional space while developing personal qualities of confidence and voice as a means of marshalling an effective participation in a multi-agency setting. KEYWORDS child and family social work, early intervention, multi-agency working, partnership/empowerment, service users | INTRODUCTIONThe Common Assessment Framework (CAF) provides a model of early intervention, utilized in many local authorities throughout England, and is based on a participatory framework of child and family engagement. This paper reports on a qualitative study of parents and children working with this, practitioner-initiated, multi-agency process of early intervention in children's social care in a local authority in the Midlands of England. Seven young people were interviewed, and their accounts were subject of a previous paper (Lucas, 2017). In this article, I discuss the 20 interviews undertaken with 15 parents and one grandmother. These interviews offered rich data around themes relating to the experiences of parents. The paper reveals and explores service users assembling skills, knowledge, and personal qualities of confidence and voice, as a means of achieving an active participation in a multi-agency setting. The paper uses the concept of "assemblage" to explore the profound challenges faced by service users working in multi-agency teams facing professional expertise and institutional space.

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Supporting the educational attainment of youth in residential care: From issues to controversies

Marion

Mann-Feder

2020

Children and Youth Services Review

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‘Looked-after’ young people's voices an actor-network theory analysis

Cited by 5 publications

References 25 publications

Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’

Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’

The assembly of active participation by parents of children subject to a multi‐agency model of early intervention in child and family services

Supporting the educational attainment of youth in residential care: From issues to controversies

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