" a research synthesis report of the Connected Learning Research Network " -- Page de titre.

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Connected Learning: An Agenda for Research and Design

Methodological and ethical challenges that researchers face when they conduct research with children are the focus of this article. The discussion is based on a study conducted with 2–6‐year‐old children in Iceland, where the purpose was to shed light on children's perspectives on their early childhood settings. The study is built on the conviction that children, just like adults, are citizens who hold their own views and perspectives, they have competencies and the right to be heard, and they are able to speak for themselves if the appropriate methods are used. The article reflects on methodological dilemmas and challenges as well as ethical issues related to informed consent, confidentiality, protection and interactions. Les defis methodologiques et moraux qui confrontent les chercheurs quand ils conduisent des recherches avec des enfants sont consideres dans cet article. La discussion est basee sur une etude entreprise avec des enfants de 2‐6 ans en Islande ou le but etait de jeter la lumiere sur les p...

Research with children: methodological and ethical challenges

There has been a very welcome recent growth in research directly with and by children and young people, with a wide range of reporting children’s own views and experiences. Research ethics has also recently been receiving a great deal of attention, and there are debates about the extent to which research with children differs from research with other groups. This paper draws on the author’s experiences of empirical sociological research with 12-15 year olds conducted in a deprived town in SE England in the late 1990s that explored children and young people’s social networks and neighbourhoods, and the implications for their health and well-being (social capital). The paper focuses on some ethical dilemmas raised during the research, and concludes with a discussion of broader issues related to dissemination and the policy implications of research

https://www.tandfonline.com/doi/pdf/10.1080/14733280701791918

Ethical dilemmas in research with children and young people about their social environments

The paper focuses on children’s photographs as a method to use in research with children Studies using photographs with children are reviewed and compared and a study conducted in one Icelandic playschool is described The playschool was involved in a project where the purpose was to look at the ways children think about their early childhood educational setting and to develop methods for listening to children’s perspectives The paper describes and compares two approaches where cameras were used One group used digital cameras to take pictures in their playschool while they showed the researcher important places and things in the playschool The other group was given disposable cameras that they could use unsupervised for a period of time The results show that using cameras and children’s photos is a notable method to use when seeking children’s perspectives on their life in an early childhood setting

Playschool in Pictures: Children's Photographs as a Research Method.

Despite high rates of gendered violence among youth, very few young women report these incidents to authority figures. This study moves the discussion from the question of why young women do not report them toward how violence is produced, maintained, and normalized among youth. The girls in this study often did not name what law, researchers, and educators commonly identify as sexual harassment and abuse. How then, do girls name and make sense of victimization? Exploring violence via the lens of compulsory heterosexuality highlights the relational dynamics at play in this naming process. Forensic interviews with youth revealed patterns of heteronormative scripts appropriated to make sense of everyday harassment, violence, coercion, and consent. Findings inform discussions about the links between dominant discourses and sexual subjectivities as we try to better understand why many regard violence a normal part of life.

/pdf/normalizing-sexual-violence-young-women-account-for-3ozntbpf5p.pdf

Normalizing Sexual Violence Young Women Account for Harassment and Abuse

The sociology of childhood has been used increasingly as a theoretical perspective in early childhood education since the late 1980s. In Australia, those who draw on the sociology of childhood have tended to use it in similar ways to European counterparts, being guided by six major tenets identified by Prout and James (1997) that form the basis of the sociology of childhood. These include the notion that childhood is a social construction, that childhood is a variable of social analysis and is closely connected to other variables such as class and gender, and that children's relationships and cultures are worthy of study in their own right (p. 8). Further, children are considered as active (rather than passive) agents in their daily lives and to be competent and knowledgeable about their own lives (p. 8). Although the sociology of childhood is comparatively young, there has been little analysis of the key tenets of the position. Morss is an exception and raises some fundamental issues for consideration, which include refining the notion of the 'socially constructed child', a term that is used widely in much that written about the sociology of childhood.

Susan J. Grieshaber

Papers

The Sociology of Childhood