Young People’s Involvement in Research

Fleming, Jennie

doi:10.1177/1473325010364276

Cited by 45 publications

(48 citation statements)

References 25 publications

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“…Participation, empowerment and children's well-being -Honneth's critical theory of recognition Whilst involving young service users in research may have methodological and epistemological benefits (Fleming, 2010;McLaughlin, 2006), with the additional potential for influencing policy effectively these bring, many researchers will also have a political purpose framed in terms of empowering the participants themselves. Empowerment is a term used in many ways (Tew, 2006) -with a key contrast being between the more consumerist version of a managerialist discourse, framed in terms of choice, and the citizenship version of a rights discourse, framed in terms International Journal of Social Research Methodology 477 of justice.…”

Section: Introductionmentioning

confidence: 99%

Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

Hooper

Gunn

2013

International Journal of Social Research Methodology

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This paper reflects on a project which involved the authors working in partnership with a working group of looked after children and young people established by a small unitary local authority to develop a pledge defining what support, services and care looked after children can expect from them. The authors aimed to develop an approach which ensured that the young people's voices were heard and also that the well-being of those involved as participants remained at the centre of the process throughout. We argue that Honneth's theory of recognition, which identifies three forms of recognition as important to ensure that human beings feel assured of their dignity or integrity -in brief love, rights and solidarity -offers a useful framework for achieving this. The main principles which emerged were: (i) building the research around the young people's existing relationships, (ii) respecting the group's decisions and (iii) honouring the views expressed.

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Section: Introductionmentioning

confidence: 99%

Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

Hooper

Gunn

2013

International Journal of Social Research Methodology

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“…As the awareness of researching 'with' rather than 'on' young people has developed, a growing number of studies have included young people's input into each step of the research process, including protocol development (see, for example, Sanders & Munford 2005;Nairn et al 2007;Woodman & Tyler 2007; Ministry of Social Development 2009). However, conducting this type of research is not without its challenges (Smith et al 2002;Higgins et al 2007;Fleming 2010) and the topics of research with teenagers tend not to focus on their relationship to their families (Turtianen et al 2007). …”

Section: Introductionmentioning

confidence: 97%

How do we capture 15 years of complex and meaningful data about young people's lives?

Sligo

Buxton

McComb

et al. 2011

Kotuitui: New Zealand Journal of Social Sciences Online

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This paper describes the development of a method of data collection, which captures the complexity of living situations, family dynamics and key life events of teenagers. This 'Life History Calendar' was adapted from earlier life history calendar methods for a multidisciplinary intergenerational study. The new calendar is able to record details of 15 years of teenage participants' lives and can be administered to teenagers and their parents to show changes over individual lives and difference between individuals in a cohort. Referring to some preliminary data, we show that the calendar is a practical and effective method of data collection, which will be useful to researchers and practitioners working with young people and their families.

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“…Some of this work is rooted in the field of childhood sociology (Sommer, Pramling, & Hundeide, 2010) while substantial literature is located in the broad field of educational studies. Most studies draw on the United Nations Convention on the Rights of the Child (1989) in order to explain their uses of PRM (Finlay, Sheridan, & Soltysek, 2013;Fleming, 2010;Holland et al, 2010;Petrie et al, 2006). The convention prompts researchers to reflect on ways to respect and involve young people in research, and to consider them as contributing subjects rather than merely objects of observation.…”

Section: Participatory Research Methods With Children and Young Peoplementioning

confidence: 99%

Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods

Calderon

Thériault

2017

L & L

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Despite the wealth of publications on the participation of children and young people in research, the connections between participatory research methods (PRM) and literacy studies remain unclear. This paper aims to understand why it is particularly pertinent to use PRM in literacy studies (particularly New Literacy Studies). In order to capture the complexity and plurality of these methods, we discuss two studies: one conducted with children (ages 7-10) in Santiago, Chile and the other with young people (ages 16-30) in Québec, Canada. We argue that by using PRM, researchers can support participants in the appropriation of an alternative and potentially empowering view of literacy.Keywords participatory research methods; New Literacy Studies; children; young people; voice in research; literacy practices; views of literacy Introduction While there is an ever-growing body of literature on the participation of children and young people in research, as well as the various interpretations of the concept of participation itself (for instance Hart's, 1992 ladder of participation and subsequent adaptations; Tisdall et al., 2014) little attention has been paid to the connections between participatory research methods (PRM) and literacy studies. We, as researchers, had recurring discussions about what it meant to use participatory research methods in literacy studies. Despite the wealth of publications on participation in research, the connections between the two fields remain unclear. Beyond the United Nations Convention on the Rights of the Child (1989), we felt that there were other reasons why participation in research was particularly suited for literacy studies with children and young people. Our paper links current concerns associated with the participation of children and young people in research with core themes of literacy studies, specifically the New Literacy Studies (NLS).Throughout this article, we use the term participatory research methods (PRM) to describe the extensive range of activities that are aimed at involving participants in research. Drawing on our own experiences of using PRM to look at children's and young people's literacy practices, this paper also aims to understand why it is particularly beneficial to use such methods in literacy studies. In order to capture the complexity and plurality of these methods, we analyse two studies, one conducted with children in Santiago (Chile) and the other with young people in Québec (Canada).

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Young People’s Involvement in Research

Cited by 45 publications

References 25 publications

Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

How do we capture 15 years of complex and meaningful data about young people's lives?

Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods

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