Child focused research: Disconnected and disembodied voices.
Cooper, V. (2023). Child focused research: Disconnected and disembodied voices. Childhood, 30(1), pp.71-85. Abstract: Voice represents a commitment to child focused studies which provide insights into childhood. This builds upon the assumption that voice equates to authenticity and that children’s words can speak for themselves. These claims remain disputed and more could be done to […]
Faceless, voiceless child – Ethics of visual anonymity in research with children and young people.
Korkiamäki, R., & Kaukko, M. (2023). Faceless, voiceless child – Ethics of visual anonymity in research with children and young people. Childhood, 30(1), pp. 55-70. Abstract: The anonymisation of research participants is a standardised ethical practice, but researchers sometimes struggle to find an ethical balance between the practice of anonymisation and participants’ wishes to reveal […]
Doing it write: Representation and responsibility in writing up participatory research involving young people.
Wilkinson, C., & Wilkinson, S. (2017). Doing it write: Representation and responsibility in writing up participatory research involving young people. Social Inclusion, 5(3), pp. 219-227. Abstract: This article adopts a reflexive stance as the authors look back on their doctoral research projects; the first author exploring young people’s relationships with community radio, and the second […]
Inclusion and representation issues with child researchers in Uganda. By Clare Feinstein & Claire O’Kane
You can download this ERIC case study as a pdf in English, français, español, 한국어, Türkçe and Bahasa Indonesia. From September 2006 – October 2008 Save the Children Norway supported children and young people’s participation in a thematic evaluation on children’s participation in armed conflict, post-conflict and peace building in Bosnia-Herzegovina, Guatemala, Nepal, and Uganda. […]
Using critically reflexive ethics in practice to address issues of representation in children’s rights-based research.
Gaches, S. (2020). Using critically reflexive ethics in practice to address issues of representation in children’s rights-based research. Global Studies of Childhood, 12(4), pp.374-386. This article reflects on the process of trying to put children’s rights into practice in research in early childhood. It documents the researcher’s extensive efforts to engage with critically reflexive ethics […]
Disclosing Childhoods: Research and Knowledge Production for a Critical Childhood Studies.
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.
Working the limits of “giving voice” to children: A critical conceptual review.
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.
Parental consent procedures: Impact on response rates and nonresponse bias.
Doumas, D. M., Esp, S., & Hausheer, R. (2015). Parental consent procedures: Impact on response rates and nonresponse bias. Journal of Substance Abuse and Alcoholism, 3(2), pp. 1031-1 – 1031-4.
Working alterity: The impossibility of ethical research with youth.
Loutzenheiser, L. W. (2007). Working alterity: The impossibility of ethical research with youth. Educational Studies, 41(2), pp. 109-127.
Researching children’s silences: Exploring the fullness of voice in childhood research.
Spyrou, S. (2016). Researching children’s silences: Exploring the fullness of voice in childhood research. Childhood, 23(1), pp. 7-21.
