‘I actually felt like I was a researcher myself.’ On involving children in the analysis of qualitative paediatric research in the Netherlands.
Luchtenberg, M. L., Maeckelberghe, E. L. M., & Verhagen, A. E. (2020). ‘I actually felt like I was a researcher myself.’ On involving children in the analysis of qualitative paediatric research in the Netherlands. BMJ Open, 10(8), e034433. Abstract: Objectives:
Child-Led Research: Questioning Knowledge.
Cuevas-Parra, P., & Tisdall, E. K. M. (2019). Child-Led Research: Questioning Knowledge. Social Sciences, 8(2), pp. 44-59. This open access article draws upon an empirical study of ‘child-led research’ projects, undertaken in Bangladesh, Jordan and Lebanon, for a critical examination of
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.
Ethical complexities in child co-research.
Spriggs, M., & Gillam, L. (2019). Ethical complexities in child co-research. Research Ethics, 15(1), pp.1-16.
Advocating for a more relational and dynamic model of participation for child researchers.
Ergler, C. R. (2017). Advocating for a more relational and dynamic model of participation for child researchers. Social Inclusion, 5(3), pp. 240-250.
Empowering children and young people as researchers: Overcoming barriers and building capacity.
Kellett, M. (2011). Empowering children and young people as researchers: Overcoming barriers and building capacity. Child Indicators Research, 4(2), pp. 205-219.