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Susan Danby

Bio: Susan Danby is an academic researcher from Queensland University of Technology. The author has contributed to research in topics: Conversation analysis & Early childhood education. The author has an hindex of 32, co-authored 188 publications receiving 3472 citations.


Papers
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01 Dec 2004
TL;DR: In this article, the authors examine the rights of children to be both seen and heard as competent research participants in early childhood education research and examine the ethical issues involving research with young children.
Abstract: Educational researchers working with young children face ethical issues when researching the talk and interactions of young children. Issues around the competence of children to participate in research pose challenges to educational researchers and to the young participants and their families, within what are seen as increasingly risky and regulated research environments. This paper examines some of these issues in light of recent sociological perspectives that account for children as competent practitioners of their social worlds. Drawing on research investigating the governance of the lives of young children in Australia, we examine the rights of children to be both seen and heard as competent research participants. These sociological directions afford opportunities for reconsidering the ethical issues involving research with young children. Such an approach breaks new ground in early childhood education research.

167 citations

Journal ArticleDOI
TL;DR: The authors examine the rights of children to be both seen and heard as competent research participants in early childhood education research, drawing on research investigating the governance of the lives of young children in Australia.
Abstract: Educational researchers working with young children face ethical issues when researching the talk and interactions of young children. Issues around the competence of children to participate in research pose challenges to educational researchers and to the young participants and their families, within what are seen as increasingly risky and regulated research environments. This paper examines some of these issues in light of recent sociological perspectives that account for children as competent practitioners of their social worlds. Drawing on research investigating the governance of the lives of young children in Australia, we examine the rights of children to be both seen and heard as competent research participants. These sociological directions afford opportunities to reconsider the ethical issues around research with young children. Such an approach breaks new ground in early childhood education research.

145 citations

Journal ArticleDOI
TL;DR: In this article, the authors examine how these dimensions of advice are softened by counselors on a helpline for children and young people through the use of questions, and demonstrate how the values of empowerment and child-centered practice, which underpin services such as Kids Helpline, are embodied in specific interactional devices.
Abstract: Interactional research on advice giving has described advice as normative and asymmetric. In this paper we examine how these dimensions of advice are softened by counselors on a helpline for children and young people through the use of questions. Through what we term “advice-implicative interrogatives,” counselors ask clients about the relevance or applicability of a possible future course of action. The allusion to this possible action by the counselor identifies it as normatively relevant, and displays the counselor’s epistemic authority in relation to dealing with a client’s problems. However, the interrogative format mitigates the normative and asymmetric dimensions typical of advice sequences by orienting to the client’s epistemic authority in relation to their own lives, and delivering advice in a way that is contingent upon the client’s accounts of their experiences, capacities, and understandings. The demonstration of the use of questions in advice sequences offers an interactional specification of the “client-centered” support that is characteristic of prevailing counseling practice. More specifically, it shows how the values of empowerment and child-centered practice, which underpin services such as Kids Helpline, are embodied in specific interactional devices. Detailed descriptions of this interactional practice offer fresh insights into the use of interrogatives in counseling contexts, and provide practitioners with new ways of thinking about, and discussing, their current practices.

132 citations

01 Sep 2002
TL;DR: This article explored the verbal and non-verbal interactions of children in a preschool classroom and analyzed an episode in the block area to show the competent ways that some young boys use communication strategies to build their social worlds.
Abstract: This paper explores the verbal and non-verbal interactions of children in a preschool classroom. It analyses an episode in the block area to show the competent ways that some young boys use communication strategies to build their social worlds. Such understandings invite early childhood educators to reconsider young children's communicative competence and the ways they accomplish their social order.

120 citations

Journal ArticleDOI
TL;DR: In this paper, the verbal and non-verbal interactions of children in a preschool classroom were explored and an episode in the block area was analyzed to show the competent ways that some young boys use communi...
Abstract: This paper explores the verbal and non-verbal interactions of children in a preschool classroom. It analyses an episode in the block area to show the competent ways that some young boys use communi...

119 citations


Cited by
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Book
20 Oct 2020

1,267 citations

Journal ArticleDOI
James Scotland1
TL;DR: In this article, the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical are explored, and the interrelationships between each paradigm's ontology, epistemology, methodology and methods are discussed.
Abstract: This paper explores the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical. The aim was to outline and explore the interrelationships between each paradigm’s ontology, epistemology, methodology and methods. This paper reveals and then discusses some of the underlying assumptions of educational research. Consequently, this paper is relevant to every English language teacher who is a reader of research.

990 citations

Journal ArticleDOI
24 Nov 2017
TL;DR: This article provides a systematic and robust journey through the philosophical, ontological, and epistemological perspectives, which evidences the purpose of qualitative description research.
Abstract: A qualitative description design is particularly relevant where information is required directly from those experiencing the phenomenon under investigation and where time and resources are limited. Nurses and midwives often have clinical questions suitable to a qualitative approach but little time to develop an exhaustive comprehension of qualitative methodological approaches. Qualitative description research is sometimes considered a less sophisticated approach for epistemological reasons. Another challenge when considering qualitative description design is differentiating qualitative description from other qualitative approaches. This article provides a systematic and robust journey through the philosophical, ontological, and epistemological perspectives, which evidences the purpose of qualitative description research. Methods and rigor issues underpinning qualitative description research are also appraised to provide the researcher with a systematic approach to conduct research utilizing this approach. The key attributes and value of qualitative description research in the health care professions will be highlighted with the aim of extending its usage.

909 citations

Journal ArticleDOI

751 citations