Expanding the scope of ethical research with and for children and young people– Six viewpoints on crisis, cross-cultural working and reciprocity.
Hadfield-Hill, S., Finn, M., Dudman, J., Ergler, C., Freeman, C., Hayes, T. A., … & Walker, L. (2023). Expanding the scope of ethical research with and for children and young people – Six viewpoints on crisis, cross-cultural working and reciprocity. Children’s Geographies, Published Online Ahead of Print, pp.1-9. Abstract: This Viewpoints piece is a collection […]
Reimagining institutional ethics procedures in research partnerships with young people across Majority/Minority World contexts.
Powell, M. A., Krishnamurthy, S., Chan, L., Tisdall, E. K. M., Rizzini, I., & Nuggehalli, R. K. (2023). Reimagining institutional ethics procedures in research partnerships with young people across Majority/Minority World contexts. Children’s Geographies, Published Online Ahead of Print, pp.1-15. Abstract: While institutional ethics are crucial, their application on the ground often creates tensions with […]
Ethics learning from Young Lives: 20 years on.
Crivello, G., & Morrow, V. (2021). Ethics learning from Young Lives: 20 years on. Oxford: Young Lives. Abstract: Many complex ethics questions arise in the conduct of longitudinal research in low- and – middle income countries (LMICs), particularly in studies that involve children and other potentially vulnerable social groups over long periods of time. Young […]
Positionality and reflexivity: Recognising and dismantling our privileges in childhood research through the use of windows and mirrors.
Cuevas-Parra, P. (2023). Positionality and reflexivity: Recognising and dismantling our privileges in childhood research through the use of windows and mirrors. Global Studies of Childhood, 13(4), pp.295-309. This article explores how privileges, identities and worldviews influence every stage of childhood research processes. Drawing on their international fieldwork and using the notion of ‘windows and mirrors’, […]
Participatory action research: The distress of (not) making a difference.
Klocker, N. (2015). Participatory action research: The distress of (not) making a difference. Emotion, Space and Society, 17, pp. 37-44.
Ethics of researching children’s well-being.
Morrow, V., & Boyden, J. (2014). Ethics of researching children’s well-being. In A. Ben-Arieh, F. Casas, I. Frønes, & E. J. Korbin (Eds.), Handbook of Child Well-Being: Theories, Methods and Policies in Global Perspective (pp. 2895-2918). Dordrecht: Springer Netherlands. ISBN: 978-90-481-9063-8.
Research with Indigenous children and young people in schools: Ethical and methodological considerations.
Wilson, K., & Wilks, J. (2013). Research with Indigenous children and young people in schools: Ethical and methodological considerations. Global Studies of Childhood, 3(2), pp. 142-152.
Researcher tales and research ethics: The spaces in which we find ourselves.
White, J., & Fitzgerald, T. (2010). Researcher tales and research ethics: The spaces in which we find ourselves. International Journal of Research & Method in Education, 33(3), pp. 273-285.
An international experience of research with children: Moving forward on the idea of children’s participation.
Mazzoni, V., & Harcourt, D. S. (2014). An international experience of research with children: Moving forward on the idea of children’s participation. Qualitative Research, 14(2), pp. 252-268.
Who says yes? Collective and individual framing of Pacific children’s consent to, and participation in, research in New Zealand.
Suaalii, T. M., & Mavoa, H. (2003). Who says yes? Collective and individual framing of Pacific children’s consent to, and participation in, research in New Zealand. Pacific Health Dialogue, 10(2), pp. 193-197.
