The Least-Adult Role in Studying Children

Mandell, Nancy

doi:10.1177/0891241688164002

Cited by 309 publications

(248 citation statements)

References 11 publications

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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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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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“…Fine and Glassner (1979), Corsaro (1981), and Mandell (1988) stated that adult permission is never enough; children themselves act as gatekeepers of their involvement in a study. This became apparent in my work when two girls declined participation.…”

Section: Working With the Childrenmentioning

confidence: 99%

Gaining access to everyday life information seeking

Carey

McKechnie

McKenzie

2001

Library &Amp; Information Science Research

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The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors' reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article's premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context. D

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“…Some researchers think that adults can do research by adopting only the researcher's role because adults' and children's worlds are so different. In addition, their age and authority hinder them to fully participate in children's world (see Goode, 1986;Mandell, 1991). Furthermore, adults are claimed to be unable to participate in children's social world because in reality they are not children ever again (Fine & Sandstrom, 1988;Hill, 1997).…”

Section: Direct Observationmentioning

confidence: 99%

“…(Barker & Waller, 2003;Fargas-Malett et al, 2010;Sanders & Munford, 2005. ) The researcher had two roles which is actually quite usual in child research (Cossaro, 1985;Fine, 1987;Fine & Sandström, 1988;Mandell, 1991). Yet, diverging opinions exist concerning how these roles allow the researcher be in interaction with children during the research (Morrow & Richards, 1996).…”

Section: Direct Observationmentioning

confidence: 99%

How to Ensure Ethicality of Action Research in the Classroom?

Peltokorpi¹,

Määttä²,

Uusiautti³

2012

WJE

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During the past few years, child research has increased both when it comes to various disciplines and various methods. The purpose of this article is to discuss those common, special ethical viewpoints that the researcher has to take into consideration when conducting action research in the classroom. The article is based on the teacher-researcher's action research which was carried out among 7-9-year-old pupils (N=21). The purpose was to study their emotional coping. The focus is on the following question: how to secure the children's position and voices by leaning on the principle that research should be just, valuable, and good-producing and not harm the children or have a malign influence on the phenomenon studied. The purpose is to encourage researchers to do child research and to help them pay attention to ethical challenges in the various phases of research.

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The Least-Adult Role in Studying Children

Cited by 309 publications

References 11 publications

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

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

Gaining access to everyday life information seeking

How to Ensure Ethicality of Action Research in the Classroom?

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