Situating children’s voices: Considering the context when conducting research with young children.
Khoja, N. (2016). Situating children’s voices: Considering the context when conducting research with young children. Children & Society, 30(4), pp. 314-323.
From relating to (re)presenting: Challenges and lessons learned from an ethnographic study with young children.
Dorner, L. M. (2015). From relating to (re)presenting: Challenges and lessons learned from an ethnographic study with young children. Qualitative Inquiry, 21(4), pp. 354-365.
The ‘voices’ of children: De‐centring empowering research relations.
Holt, L. (2004). The ‘voices’ of children: De‐centring empowering research relations. Children’s Geographies, 2(1), pp. 13-27.
‘If you were the researcher what would you research?’: Understanding children’s perspectives on educational research in Mongolia and Zambia.
Morgan, J., & Sengedorj, T. (2015). ‘If you were the researcher what would you research?’: Understanding children’s perspectives on educational research in Mongolia and Zambia. International Journal of Research & Method in Education, 38(2), pp. 200-218.
Informed consent in school-based ethnography: Using visual magnets to explore participation, power and research relationships.
Kustatscher, M. (2014). Informed consent in school-based ethnography: Using visual magnets to explore participation, power and research relationships. International Journal of Child, Youth & Family Studies, 5(4.1), pp. 686-701.
Research with children: Three challenges for participatory research in early childhood.
Waller, T., & Bitou, A. (2011). Research with children: Three challenges for participatory research in early childhood. European Early Childhood Education Research Journal, 19(1), pp. 5-20.
Changing things for the better: The use of children and young people’s reference groups in social research.
Moore, T., Noble-Carr, D., & McArthur, M. (2016). Changing things for the better: The use of children and young people’s reference groups in social research. International Journal of Social Research Methodology, 19(2), pp. 241-256.
With a capital ‘G’: Gatekeepers and gatekeeping in research with children.
Leonard, M. (2007). With a capital ‘G’: Gatekeepers and gatekeeping in research with children. In A. L. Best (Ed.), Representing Youth: Methodlogical Issues in Critical Youth Studies (pp. 133-156). New York: New York University Press.
Engaging with children as co-researchers: Challenges, counter-challenges and solutions.
Bradbury-Jones, C., & Taylor, J. (2015). Engaging with children as co-researchers: Challenges, counter-challenges and solutions. International Journal of Social Research Methodology, 18(2), pp. 161-173.
Towards a relational ethics: Rethinking ethics, agency and dependency in research with children and youth
Meloni, F., Vanthuyne, K., & Rousseau, C. (2015). Towards a relational ethics: Rethinking ethics, agency and dependency in research with children and youth. Anthropological Theory, 15(1), pp. 106-123.