Working with Ethical Symmetry in Social Research with Children

Abstract

The perspective of `children as social actors' has created a field with new ethical dilemmas and responsibilities for researchers within the social study of childhood. These concern, for example, the greater potential for conflicts of interest, often hitherto unrecognized, between children and other actors. It is suggested to work from a perspective of `ethical symmetry' in research relationships with children while taking into account the social and cultural positioning of children in their particular circumstances. An illustrative example is given of the ethical issues that can arise when children are seen as social actors. It is argued that codes of ethics, reflexivity and collective professional responsibility are all required in order to meet the ethical demands that flow from these newer perspectives on children. It is proposed, therefore, that researchers develop a set of strategic values within which individual researchers can anchor the tactics required in their everyday practice in order to work reflexively. Finally, it is suggested that, in order to develop ethical practice for the future, dialogue is required on two levels: between researchers as a means of collectively sharing experience; and between researchers and children as participants in the ongoing research process.

So round the spiral again: a reflective participatory research project with children and young people

“…Within this paradigm there is a tendency for researchers, and others, to perceive children as incompetent and incapable of understanding the research process (Christensen & Prout, 2002) or of being able to give true accounts of their experiences. The image of children as incompetent and in need of protection denies them access to knowledge and to power that in turn increases their vulnerability (Kitzinger, 1990).…”

How convenient!? Adolescents’ vistas on food competences in a convenience context

“…In order to scrutinize adolescents' engagement in convenience food practices, we draw upon a new sociological perspective on childhood (Christensen and Prout, 2002). As emancipatory and transformative approach, we included children as active participants in the research process.…”

‘Going to school to become good people’: Examining aspirations to respectability and goodness among schoolchildren in urban Ethiopia

“…A significant literature has developed addressing the ethical implications of conducting qualitative research with children (Christensen and Prout, 2002;Nieuwenhuys, 2008;Thomas and O'Kane, 1998). The 'participatory' research tools described above were employed in attempt to address generational imbalances of power (Clark and Moss, 2011;Morrow and Richards, 1996;Punch, 2002).…”