‘Playtime in the Borderlands’: Children's Representations of School, Gender and Bullying through Photographs and Interviews

Newman, Michelle; Woodcock, Andrée; Dunham, Philip J.

doi:10.1080/14733280601005617

Cited by 62 publications

(63 citation statements)

References 28 publications

(22 reference statements)

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“…This would be to neglect the established literature that, since the 1990s, has demonstrated the importance of recognising the competencies and capacities of children and young people as individual social actors who make sense of, and actively engage with, their social worlds (e.g. James and James, 2004;James and Prout 1997;James et al, 1998;Holloway and Valentine, 2000;Hutchby and Moran-Ellis 1998;Newman et al 2006;Smith and Barker, 2001;Valentine, 1996). As with other social actors, children and young people's agency is seen to arise from their structural and ideological position in society (Matthews and Limb 1999 …”

Section: Discussionmentioning

confidence: 99%

“…The children were then asked to represent their 'flood journey' in a storyboard. Storyboards have been shown to be an effective method in children's research because they avoid problems associated with low literacy levels and give participants the freedom to 'represent' themselves in particular ways (Newman et al 2006;Hemming 2008;Ansell and van Blerk 2004;Smith and Barker 2001). We then conducted one-to-one interviews with the children (15-20 minutes, 42 recorded in total -25 primary and 17 secondary pupils) using the storyboards as prompts (Walker et al 2009;Loizos 2000).…”

Section: Methodsmentioning

confidence: 99%

“…While there is a strong body of evidence that children are a vulnerable sub-group to flooding (Thrush et al 2005a/b), and some research has identified the need to understand children's perspectives on flooding (Tapsell 1997;Tapsell et al 2001;RPA et al 2004), most studies of natural hazards have failed to incorporate the growing body of research that recognises the role of children as social actors (Tucker and Matthews 2001;Hemming 2008;Valentine and Holloway 2002). This neglect is particularly problematic given the increasing policy emphasis on building individual and community resilience as a strategy for coping with floods (Defra 2005(Defra , 2008Environment Agency 2005;7 James, 2004; James and Prout 1997;James et al 1998;Holloway and Valentine 2000;Hutchby and Moran-Ellis 1998;Newman et al 2006;Smith and Barker 2001;Tapsell et al 2001;Valentine 1996).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘It came up to here’: learning from children's flood narratives

Walker

Whittle

Medd

et al. 2012

Children's Geographies

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The growing body of literature that seeks to understand the social impacts of flooding has failed to recognise the value of children's knowledge. Working with a group of floodaffected children in Hull using a storyboard methodology this paper argues that the children have specific flood experiences that need to be understood in their own right. In this paper we consider the ways in which the disruption caused by the flood revealed and produced new -and sometimes hidden -vulnerabilities and forms of resilience and we reflect on the ways in which paying attention to children's perspectives enhances our understanding of resilience.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘It came up to here’: learning from children's flood narratives

Walker

Whittle

Medd

et al. 2012

Children's Geographies

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“…Photo elicitation, or PhotoVoice, is a research technique which has been identified as a child--focussed, flexible approach to research that allows children's views to be communicated on their own terms in the research process (Darbyshire, MacDougall, & Schiller, 2005;Newman, Woodcock, Dunham, 2006;Due, et al, 2014). Photo elicitation involves participants being provided with a camera (in this case, a digital camera) and This is an Author's Accepted Manuscript of a paper published in the Educational and Developmental Psychologist Copyright Cambridge University Press DOI: 10.1017/edp.2016.9 asked to take photos according to a particular theme that relates to the research aims.…”

Section: Participantsmentioning

confidence: 99%

Experiences of School Belonging for Young Children With Refugee Backgrounds

Due

Riggs

Augoustinos

2016

The Educational and Developmental Psychologist

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Previous research with adolescents with refugee backgrounds living in countries of resettlement has found that school belonging impacts upon a range of wellbeing and developmental outcomes, including mental health, peer relationships, self esteem and self efficacy, and academic achievement.However, very little research has explored school belonging in younger children with refugee backgrounds (that is, less than 13 years of age). In this paper, we report on a participatory research project concerning the experiences and understandings of school belonging with 15 children with refugee backgrounds (aged five to 13 years old), who had been living in This is an Author's Accepted Manuscript of a paper published in the Educational and Developmental Psychologist Copyright Cambridge University Press DOI: 10.1017/edp.2016.9Australia for less than 12 months. The research aimed to explore experiences of school and school belonging from the perspective of children, and utilized photo elicitation techniques. The study found that refugee children were able to create a sense of school belonging through aspects of the school environment that reflected their identity and values, and through their relationships with their peers and teachers. In conclusion, we highlight the importance of ensuring that schools create spaces for refugee students to demonstrate their knowledge, values and skills at school, and to ensure that strategies to promote school belonging in refugee students take into account their experiences and identity. IntroductionIn 2015, the office for the United National High Commissioner for Refugees (UNHCR) reported that there were nearly 20 million refugees world--wide, over half of whom were under 18. This is the highest number of refugees since World War II (UNHCR, 2015). While only a proportion of these young people and their families will be moved to a resettlement country, it is nevertheless vitally important that resettlement countries have an evidence base upon which to draw when providing settlement services and support to young people with refugee backgrounds. This is an Author's Accepted Manuscript of a paper published in the Educational and Developmental Psychologist Copyright Cambridge University Press DOI: 10.1017/edp.2016.9In resettlement countries such as Australia, school is one of the primary places where newly arrived refugee students will connect with their community, build relationships, and establish a sense of belonging in their new country (Woods, 2009;Matthews, 2008; Correa--Velez, Gifford, & Barnett, 2010;Mace, Mulheron, Jones, & Cherian, 2014;de Heer, Due, & Riggs, 2016). As such, school belonging plays a crucial role in establishing a sense of social inclusion, positive wellbeing and the development of peer relationships for refugee young people from the beginning of their resettlement (Correa--Velez, et al., 2010;de Heer, et al., 2016; Woods, 2009).However, while there is a body of research that has explored school belonging in adolescents in general (Van Ryzin, Gravely, & Roseth, 20...

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“…The use of photos and the process of taking them are supposed to be amusing for children (Cook & Hess, 2007). Thus, photo interviews are regarded as a method that may increase children's interest in participating in a study, intensify their engagement with a scientific research project, and maintain their interest throughout the research process (Cappello, 2005;Clark-Ibáñez, 2007;Croghan et al, 2008;Einarsdóttir, 2005;Harper, 2002;Newman, Woodcock, & Dunham, 2006;White et al, 2010).…”

Section: Photo Interviews In Research With Childrenmentioning

confidence: 99%

Photo Interviews With Children: Relating the Visual and the Verbal From a Participation Perspective

Zartler

2014

ijcyfs

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Abstract:The integration of visual prompts into qualitative interviews is regarded as a useful tool in attempting to give children the possibility of verbalizing memories and describing abstract issues. Furthermore, photo interviews are supposed to promote children's participatory research experiences. Less attention has been paid to how visual and verbal elements may be interrelated throughout the research process. Drawing on data from an Austrian empirical study with 50 children aged 10 years, the objective of this paper is to describe the combination of visual and verbal data in detail. Special emphasis is put on identifying factors that influence children's participation. The potential and limitations of photo interviews as a participative method of conducting research with children are elaborated. Although this approach does not per se decrease power differentials, enhance participation, or respect children's agency, it has a high potential to facilitate such action, if applied carefully, critically, and conscientiously.

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‘Playtime in the Borderlands’: Children's Representations of School, Gender and Bullying through Photographs and Interviews

Cited by 62 publications

References 28 publications

‘It came up to here’: learning from children's flood narratives

‘It came up to here’: learning from children's flood narratives

Experiences of School Belonging for Young Children With Refugee Backgrounds

Photo Interviews With Children: Relating the Visual and the Verbal From a Participation Perspective

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