Children’s participation in Children’s participation in research: questioning research: questioning current orthodoxiescurrent orthodoxies

Dr Kay TisdallDr Kay TisdallProgramme Director, MSc in Childhood StudiesProgramme Director, MSc in Childhood Studies

University of EdinburghUniversity of Edinburgh

k.tisdall@ed.ac.ukk.tisdall@ed.ac.ukwww.childhoodstudies.ed.ac.ukwww.childhoodstudies.ed.ac.uk

Shaeffer, D. (1999) Developmental Psychology, 5th Edition Pacific Grove, USA: Brooks/ Cole, p.11

1.1. We should use participative methods with children. We should use participative methods with children. 2.2. A strong presumption by ethical governance towards informed A strong presumption by ethical governance towards informed

and signed consent. and signed consent. 3.3. No research data can remain confidential, due to the need to No research data can remain confidential, due to the need to

protect children and young people. protect children and young people. 4.4. In what we produce, we should celebrate and put forward In what we produce, we should celebrate and put forward

children’s voices. children’s voices. 5.5. Children and young people’s contribution to research should be Children and young people’s contribution to research should be

recognised and valued.recognised and valued.6.6. Anonymity of young participants must be protected. Anonymity of young participants must be protected. 7.7. Children and young people can become professionalised, no Children and young people can become professionalised, no

longer able to represent other children and young people. longer able to represent other children and young people.

And some hot debates?And some hot debates?8.8. Differences or not between research and consultationDifferences or not between research and consultation9.9. Disagreements whether children and young people need to be ‘trained’ to do Disagreements whether children and young people need to be ‘trained’ to do

researchresearch

1. We should use 1. We should use participative methods participative methods with childrenwith children

Why? Why? 1. Epistemological benefits: participatory techniques 1. Epistemological benefits: participatory techniques

“access and valorize previously neglected knowledges “access and valorize previously neglected knowledges and provide more nuanced understandings of complex and provide more nuanced understandings of complex social phenomena.” Kesby (2000, p.423)social phenomena.” Kesby (2000, p.423)

2. Ethical benefits: “effective methodology and ethics go 2. Ethical benefits: “effective methodology and ethics go hand in hand…the reliability and validity, and the ethical hand in hand…the reliability and validity, and the ethical acceptability, of research with children can be acceptability, of research with children can be augmented by using an approach which gives children augmented by using an approach which gives children control over the research process and methods which control over the research process and methods which are in tune with children’s ways of seeing and relating to are in tune with children’s ways of seeing and relating to their world.” (Thomas and O’Kane, p.336-337)their world.” (Thomas and O’Kane, p.336-337)

do children always prefer these ‘participative’ do children always prefer these ‘participative’ methods to more traditional ones?methods to more traditional ones?

do ‘participative methods’ always provide better do ‘participative methods’ always provide better data?data?

why are we so fixated about translating them why are we so fixated about translating them into text? into text? Why do we as social researchers feel so confident Why do we as social researchers feel so confident

that we can analyse written text? that we can analyse written text? Learning from methods of visual analysis?Learning from methods of visual analysis? Are we privileging ‘voice’ and articulation, Are we privileging ‘voice’ and articulation,

marginalising those who use other communication marginalising those who use other communication methods? methods?

Do participative methods translate into participative Do participative methods translate into participative research?research?

8.8. Differences -- or not --Differences -- or not --between research and between research and consultationconsultation

Are there the same ethical standards? Are there the same ethical standards? Should there be?Should there be?

Should children and young people be Should children and young people be anonymised in reporting?anonymised in reporting?

What standards of robustness (methods What standards of robustness (methods and analysis) should be expected of and analysis) should be expected of consultation?consultation? The tyranny of focus groupsThe tyranny of focus groups The professionalised childThe professionalised child

Are there the same ethical standards? Are there the same ethical standards? Should there be?Should there be?

Should children and young people be Should children and young people be anonymised in reporting?anonymised in reporting?

What standards of robustness (methods What standards of robustness (methods and analysis) should be expected of and analysis) should be expected of consultation?consultation? The tyranny of focus groupsThe tyranny of focus groups The professionalised childThe professionalised child Representing consultationRepresenting consultation

References referred toReferences referred toAlderson, P. and Morrow, V. (2004) Alderson, P. and Morrow, V. (2004) Ethics, social research Ethics, social research

and consulting with children and young peopleand consulting with children and young people, Essex: , Essex: Barnardos.Barnardos.

Archard, D. (2004) Archard, D. (2004) Children: rights and childhoodChildren: rights and childhood, 2nd , 2nd Edition, London: Routledge.Edition, London: Routledge.

Freeman, M.D.A. (2007) Freeman, M.D.A. (2007) ‘Why It Remains Important to ‘Why It Remains Important to Take Children's Rights Seriously’ Take Children's Rights Seriously’ The International The International Journal of Children’s Rights,Journal of Children’s Rights, 15(1): 5-23. 15(1): 5-23.

Gallacher, L. and Gallagher, M. (2008) ‘Methodological Gallacher, L. and Gallagher, M. (2008) ‘Methodological immaturity in childhood research? Thinking through immaturity in childhood research? Thinking through ‘participatory methods’, ‘participatory methods’, ChildhoodChildhood

Gallagher, M. (2008) ‘‘Power is not an evil’: rethinking Gallagher, M. (2008) ‘‘Power is not an evil’: rethinking power in participatory methods’, power in participatory methods’, Children’s GeographiesChildren’s Geographies

James, A. and Prout, A. (1990) James, A. and Prout, A. (1990) Constructing and Constructing and reconstructing childhoodreconstructing childhood, London: Falmer Press. , London: Falmer Press.

References cont. References cont. James, A., Jenks, C. and Prout, A. (1998) James, A., Jenks, C. and Prout, A. (1998) Theorizing Theorizing

ChildhoodChildhood, Cambridge: Polity Press., Cambridge: Polity Press.Kesby, M. (2000) ‘Participatory diagramming: deploying Kesby, M. (2000) ‘Participatory diagramming: deploying

qualitative methods through an action research qualitative methods through an action research epistemology’ epistemology’ AreaArea, 32(4):423-435., 32(4):423-435.

King, M. and Piper, C. (1990) King, M. and Piper, C. (1990) How the Law Thinks about How the Law Thinks about ChildrenChildren, Aldershot: Gower., Aldershot: Gower.

Komulainen, S. (2007) ‘The Ambiguity of the Child’s “Voice” Komulainen, S. (2007) ‘The Ambiguity of the Child’s “Voice” in Social Research’ in Social Research’ ChildhoodChildhood, 14(1): 11-28. , 14(1): 11-28.

Thomas, N. and O’Kane, C. (1998) ‘The Ethics of Thomas, N. and O’Kane, C. (1998) ‘The Ethics of Participatory Research with Children’ Participatory Research with Children’ Children and Children and SocietySociety, 12: 336-348., 12: 336-348.

Tisdall, E.K.M., Davis, J. and Gallagher, M. (2008) Tisdall, E.K.M., Davis, J. and Gallagher, M. (2008) Researching Children and Young PeopleResearching Children and Young People, London: Sage. , London: Sage.