Letting Children Know We Are Listening to Them: Attending to Children’s Everyday Ways of Knowing, Being, Doing, and Relating as Key in the Relational Ethical Responsibilities of Coming Alongside Young Child Co-Researchers in Narrative Inquiry.

Huber, J. (2020). Letting children know we are listening to them: Attending to children’s everyday ways of knowing, being, doing, and relating as key in the relational ethical responsibilities of coming alongside young child co-researchers in narrative inquiry. In T. D. Smith & K. S. Hendricks (Eds.), Narratives and Reflections in Music Education: Listening to […]

Specifying the ethics of teleogenetic collaboration for research with children and other vital forces: A critical inquiry into dialectical praxis psychology via posthumanist theorizing.

Chimirri, N. A. (2019). Specifying the ethics of teleogenetic collaboration for research with children and other vital forces: A critical inquiry into dialectical praxis psychology via posthumanist theorizing. Human Arenas, 2(4), pp. 451-482. Abstract: The article draws on posthumanist theorizing to critically inquire into and thereby specify the relational ethics ingrained in the dialectical praxis […]