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dc.contributor.authorErgler, Christina R.
dc.date.available2017-11-10T03:47:18Z
dc.date.copyright2017
dc.identifier.citationErgler, C. R. (2017). Advocating for a More Relational and Dynamic Model of Participation for Child Researchers. Social Inclusion, 5(3), 240–250. doi:DOI: http://dx.doi.org/10.17645/si.v5i3.966en
dc.identifier.issn21832803
dc.identifier.urihttp://hdl.handle.net/10523/7726
dc.description.abstractPrimary school children participating as researchers has become a moral obligation to meet the goal of children’s participation rights. Yet, critical voices rarely question the ethical and practical implications of turning young children into mini-clones of adult researchers. While enabling and constraining aspects of participatory methods and inherent power issues per se are widely discussed, adult researchers still seem to struggle to critically engage with celebratory accounts of children as researchers. In particular, the practical obligations, ethical challenges and tensions that impact on primary school children’s research experiences, are underexplored. Findings from two projects on play, which engaged children as active researchers, suggest that more attention needs to be paid to the messy realities of becoming and being a child researcher. In particular, researchers should be more attuned to children’s capabilities and the ethical hurdles for child and adult researchers. This article argues therefore for a more dynamic, meaningful and realistic model of participation, that speaks to the messy realities of becoming and being a child-researcher. In other words, the article questions the dominant orthodoxy of children as researchers as the ‘gold standard’ of participatory research with children.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherCogitatioen_NZ
dc.relation.ispartofSocial Inclusionen_NZ
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectchildren, participation, ethics, children as researchers, participatory research,en_NZ
dc.titleAdvocating for a More Relational and Dynamic Model of Participation for Child Researchersen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-11-09T22:12:01Z
otago.schoolGeographyen_NZ
otago.relation.issue3en_NZ
otago.relation.volume5en_NZ
dc.identifier.doiDOI: http://dx.doi.org/10.17645/si.v5i3.966en_NZ
otago.bitstream.endpage250en_NZ
otago.bitstream.startpage240en_NZ
otago.openaccessOpenen_NZ
dc.rights.statementIn the meantime, I kindly remind you that you are free to use the version of the article sent attached and share it with colleagues or post it in any institutional repository. Authors that publish in this journal always keep the copyrights to their work and are encouraged to freely share it with any interested reader.en_NZ
dc.description.refereedPeer Revieweden_NZ
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CC0 1.0 Universal
Except where otherwise noted, this item's licence is described as CC0 1.0 Universal