Ethical complexities in participatory childhood research: Rethinking the ‘least adult role’.
Atkinson, C. (2019). Ethical complexities in participatory childhood research: Rethinking the ‘least adult role’. Childhood, 26(2), pp. 186-201. Abstract: This article draws on data from a comparative ethnography of two UK primary schools to explore the complexities inherent in Mandell's
Ethnographic research in childhood institutions: participations and entanglements.
Dennis, B., & Huf, C. (2020). Ethnographic research in childhood institutions: participations and entanglements. Ethnography and Education, 15(4), pp. 445-461. This paper shares four interesting ethical moments at the juncture between research participation, power and knowledge production in ethnographic research
Dilemmas at school: How and when to support the inclusion of students with disability. By Jude MacArthur
In our ethnographic work with children with disability at school, our research team has observed a number of situations where children and young people have been marginalized and excluded from the curriculum, social life and wider activities of the school.
‘Like the stranger at a funeral who cries more than the bereaved’: Ethical dilemmas in ethnographic research with children.
Okyere, S. (2018). ‘Like the stranger at a funeral who cries more than the bereaved’: Ethical dilemmas in ethnographic research with children. Qualitative Research, 18(6), pp. 623-637.
Reflexivity and ethical mindfulness in participatory research with children: What does it really look like?
Canosa, A., Graham, A., & Wilson, E. (2018). Reflexivity and ethical mindfulness in participatory research with children: What does it really look like? Childhood, 25(3), pp. 400-415.
Generative tools enhance creative and ethical research with children.
Sanders, A. (2018). Generative tools enhance creative and ethical research with children. Qualitative Research Journal, 18(1), pp 33-44.
‘Going deep’ and ‘giving back’: Strategies for exceeding ethical expectations when researching amongst vulnerable youth.
Swartz, S. (2011). ‘Going deep’ and ‘giving back’: Strategies for exceeding ethical expectations when researching amongst vulnerable youth. Qualitative Research, 11(1), pp. 47-68.
Dangerously important moment(s) in reflexive research practices with immigrant youth.
Gildersleeve, R. (2010). Dangerously important moment(s) in reflexive research practices with immigrant youth. International Journal of Qualitative Studies in Education, 23(4). pp. 407-421.