Because ‘grown-ups don’t always get it right’: Allyship with children in research – from research question to authorship.
Maynard, E., Barton, S., Rivett, K., Maynard, O., & Davies, W. (2020). Because ‘grown-ups don’t always get it right’: Allyship with children in research – from research question to authorship. Qualitative Research in Psychology, Published on-line ahead of print. pp. 1-19.
Re-imagining research partnerships: Thinking through “co-research” and ethical practice with children and youth.
Collier, D. R. (2019). Re-imagining research partnerships: Thinking through “co-research” and ethical practice with children and youth. Studies in Social Justice, 13(1), pp. 40-58.
Ergler, C. R. (2017). Advocating for a more relational and dynamic model of participation for child researchers. Social Inclusion, 5(3), pp. 240-250.
Reflections on co-investigation through peer research with young people and older people in sub-Saharan Africa.
Porter, G. (2016). Reflections on co-investigation through peer research with young people and older people in sub-Saharan Africa. Qualitative Research, 16(3), pp. 293-304.
Using critical-reflexive conversations to facilitate young people’s involvement in rights-based policy research. Meaghan Vosz
Recent years have seen increasing involvement of children and young people as co-researchers alongside adult researchers. Co-research involves collaboration between adults and young researchers across the entire research process, from design through to dissemination. This approach potentially offers a more empowering approach to research participation for young people and increased scope to disrupt adultist understandings and interpretations of children and young people’s lives. However, the increased collaboration required for authentic co-research increases the ethical complexity of the research process. This may be particularly so when the young researchers themselves might be considered additionally ‘vulnerable’ – as was the case in this study which involved five co-researchers (aged 17-25 years) who were in (or had recently left) out-of-home care (OOHC). It should also be noted that the researcher did not know the co-researchers prior to commencing the study.
Carnevale, F. A., Collin-Vézina, D., Macdonald, M. E., Ménard, J.-F., Talwar, V., & Van Praagh, S. (2020). Childhood Ethics: An ontological advancement for Childhood Studies. Children & Society, Published online ahead of print.
Spyrou, S. (2018). Disclosing Childhoods: Research and Knowledge Production for a Critical Childhood Studies. London: Palgrave Macmillan Ltd (Part of Springer Nature). ISBN: 978-1-137-47904-4.
Facca, D., Gladstone, B., & Teachman, G. (2020). Working the limits of “giving voice” to children: A critical conceptual review. International Journal of Qualitative Methods, Published on-line ahead of print.
Daelman, S., De Schauwer, E., & Van Hove, G. (2020). Becoming-with research participants: Possibilities in qualitative research with children. Childhood, Published on-line ahead of print.