On Eliciting Information: Dialogues with Child Informants

Tammivaara, Julie; Enright, D. Scott

doi:10.1525/aeq.1986.17.4.04x0616r

Cited by 71 publications

(48 citation statements)

References 8 publications

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“…Mandell, 1991;Mayall, 2000;Tammivaara and Enright, 1986;Thorne, 1993), I seem to have come close to the 'It's Not Fair!' 425 culture and perspective of the pupils.…”

Section: Discussionmentioning

confidence: 97%

“…Qualitative group interviews with 139 of the 141 pupils (in total, 49 groups with two to four pupils in each group) were conducted to examine how pupils reason about and make meaning of school rules, teachers' discipline and value education practice. In my fieldwork in schools and in my conversations with the children, I have used a so-called least-adult-role (Mandell, 1991) or what Tammivaara and Enright (1986) call out-of-the-ordinary adults. Like many researchers interested in children's daily life and perspectives (e.g.…”

Section: Methodology Of This Studymentioning

confidence: 99%

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‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

Thornberg

2008

Children & Society

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Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils’ critical thinking about school rules and their teachers’ behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers’ explanations of particular school rules, perceive some school rules and teachers’ interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education.

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“…Mandell, 1991;Mayall, 2000;Tammivaara and Enright, 1986;Thorne, 1993), I seem to have come close to the 'It's Not Fair!' 425 culture and perspective of the pupils.…”

Section: Discussionmentioning

confidence: 97%

Section: Methodology Of This Studymentioning

confidence: 99%

‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

Thornberg

2008

Children & Society

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“…I consciously worked on field relations and adult-child power issues by assuming a -least-adult role‖ (Mandell, 1991;Mayall, 2008) or -out-of-the-ordinary adults‖ (Tammivaara & Enright, 1986) role. Similar to Thorne's (1993) child-friendly field relation work, I avoided positions of authority and went through the day-to-day school life with or near the students.…”

Section: Settings Participants and Fieldworkmentioning

confidence: 99%

A Student in Distress: Moral Frames and Bystander Behavior in School

Thornberg

2010

The Elementary School Journal

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The purpose of this study was to investigate and generate a grounded theory on how and why students behave as they do in school situations in which they witness another student in distress. Fieldwork and interviews were conducted in 2 Swedish elementary schools and guided by a grounded theory approach. The study resulted in a grounded theory of moral frames in bystander situations in school. In this study, 5 main moral frames of school have been identified: (a) the moral construction of the good student, (b) institutionalized moral disengagement, (c) tribe caring, (d) gentle caring-girl morality, and (e) social-hierarchy-dependent morality. The study highlights how moral action is generally inhibited by the conformity fostered in school settings and by moral dilemmas constructed by the moral frames. A revised model of bystander behavior adapted to the school context is also presented.

Original Publication: Robert Thornberg, A Student in Distress: Moral Frames and Bystander Behavior in School, 2010, ELEMENTARY SCHOOL JOURNAL, (110), 4, 585-608. http://dx.doi.org/10.1086/651197 Copyright: University of Chicago Press http://www.press.uchicago.edu/

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“…In this research experience, photo elicitation was used as a "ice breaker" as suggested by the research methodological literature [47][48][49][50][51]. If we consider this technique as a phenomenology of perception we should focus on the personal, subjective and intimate subject's look, trying to understand the process which allowed the encounter between photo and person.…”

Section: Discussionmentioning

confidence: 99%

Using Photos in Pedagogical and Intercultural Research with Children. Images and Research: Between Sense and Reality

Cardellini¹

2017

Proceedings of the International and Interdisciplinary Conference IMMAGINI? Brixen, Italy, 27–28 November 2017.

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Abstract:The international scientific literature increasingly highlights the theoretical and applicative differences between research with/on adults and research with/on children and videos, photographs and drawings are highly recommended. When a researcher chooses to use images during his/her research process, there are several ontological and epistemological problems. This paper presents some critical reflections about the use of photographs in a pedagogical and intercultural research with children, trying to focus on the potentials and limitations of this technique. A methodological instrument could also become a facilitator of intercultural education when, observing the same images, children could express different and similar perspectives.

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On Eliciting Information: Dialogues with Child Informants

Cited by 71 publications

References 8 publications

‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

A Student in Distress: Moral Frames and Bystander Behavior in School

Using Photos in Pedagogical and Intercultural Research with Children. Images and Research: Between Sense and Reality

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