Abstract
Children have been the focus of studies dating back to the start of the twentieth century (Hendrick, 2003), but they have largely been positioned as objects of inquiry (Christensen & James, 2008; Tisdall, Davis, & Gallagher, 2009; Wyness, 2006). A scientific approach to research which positions humans as objects is dehumanising, and has not only occurred for children but unfortunately many marginalised groups, with historical examples of extremely abhorrent ethical violations.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alderson, P., & Morrow, V. (2011). The ethics of research with children and young people: A practical handbook (2nd ed.). London: Sage.
Archard, D. (1993). Children rights and childhood. London: Routledge.
Arendt, H. (1958/1998). The human condition (2nd ed.). Chicago: The University of Chicago Press.
Arendt, H. (1970). Men in dark times. London: Cape.
Beazley, H., Bessell, S., Ennew, J., & Waterson, R. (2009). The right to be properly researched: Research with children in a messy, real world. Children’s Geographies, 7(4), 365–378.
Benjamin, W. (1955/1999). Illuminations (H. Zorn. Trans.). London: Pimlico.
Bloch, M. (1991). Critical science and the history of child development’s influence on early education research. Early Education and Development, 2(2), 95–108.
Brooker, L. (2002). Starting school – young children learning cultures. Buckingham: Open University Press.
Cannella, G. S., & Viruru, R. (2004). Childhood and postcolonization: Power, education and contemporary practice. New York: RoutledgeFalmer.
Cheeseman, S., & Robertson, J. (2006). Unsure: Private conversations publicly recorded. In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation (pp. 191–204). Sydney: Pademelon Press.
Christensen, P., & James, A. (2008). Introduction: Researching children and childhood cultures of communication. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 1–9). Abingdon, OX: Routledge.
Connors, C., & Stalker, K. (2003). The views and experiences of disabled children and their siblings: A positive outlook. London: Jessica Kingsley.
Corsaro, W., & Molinari, L. (2008). Entering and observing children’s worlds: A reflection on a longitudinal ethnography of early education in Italy, In P. Christensen and A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 239–259). Abingdon, OX: Routledge.
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Post-modern perspectives. London: Falmer Press.
David, T., Tonkin, J., Powell, S., & Anderson, C. (2005). The ethical aspects of power in research with children. In A. Farrell (Ed.), Ethical research with children (pp. 124–137). Maidenhead, Berkshire: Open University Press.
Davies, B. (2003). Frogs and snails and feminist tales: Preschool children and gender (revised ed.). Cresskill, N.J: Hampton Press.
Dyson, A. H., & Genishi, C. (1994). Introduction: The need for story. In A. H. Dyson & C. Genishi (Eds.), The need for story: Cultural diversity in classroom and community (pp. 1–7). Urbana, Ill National Council of Teachers of English.
Education Development Center. (2009). Willowbrook hepatitis experiments. Retrieved from National Institutes of Health Office of Science Education. Retrieved from: http://science.education.nih.gov/supplements/nih9/bioethics/guide/pdf/Master_5-4.pdf
Farrell, A. (2005). Ethics and research with children. In A. Farrell (Ed.), Ethical research with children (pp. 1–14). Maidenhead, Berkshire: Open University Press.
Fisher, W. R. (1987). Human communication as narration. Columbia: University of South Carolina Press.
Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early Childhood Development and Care, 175(6), 553–565.
Franklin, B. (1995). The case for children’s rights: A progress report. In B. Franklin (Ed.), The handbook of children’s rights (pp. 3–22). London: Routledge.
Freeman, M. (Ed.). (1996). Children’s rights: A comparative perspective. Brookfield, VT: Dartmouth.
Freeman, M., & Mathison, S. (2009). Researching children’s experiences. New York: Guilford Press.
Gallacher, L., & Gallagher, M. (2008). Methodological immaturity in childhood research?: Thinking through `participatory methods’. Childhood, 15(4), 499–516.
Gilbert, P. (1994). And they lived happily ever after: Cultural storylines and the construction of gender. In A. Dyson & C. Genishi (Eds.), The need for story: Cultural diversity in classroom and community (pp. 124–142). Urbana, Ill: National Council of Teachers of English.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
Grover, S. (2004). Why won’t they listen to us? On giving power and voice to children participating in social research. Childhood, 11(1), 81–93.
Hart, R. (1997). Children’s participation: The theory and practice of involving young citizens in community development and environmental care. London: Earthscan.
Hendrick, H. (2003). Child welfare. Bristol: Policy Press.
James, A., Curtis, P., & Birch, J. (2008). Care and control in the construction of children’s citizenship. In A. Invernizzi & J. Williams (Eds.), Children and citizenship (pp. 85–96). London: Sage.
James, A., & Prout, A. (1995). Heirarchy, boundary and agency: Toward a theoretical perspective in childhood. Sociological Studies of Childhood, 7, 77–101.
Kulynych, J. (2001). No playing the public sphere: Democratic theory and the exclusion of children. Social theory and practice, 27(2), 231–265.
Lancaster, Y. P., & Broadbent, V. (2003). Listening to young children. Maidenhead: Open University Press.
Leonard, M., & Davey, C. (2001). Thoughts on the 11 plus. Belfast: Save the Children Fund.
Lindgren, A. (2012). Ethical issues in pedagogical documentation: Representations of children through digital technology. International Journal of Early Childhood, 44(3), 327–340. doi: http://dx.doi.org/10.1007/s13158-012-0074-x
Lipman, M. (1988). Philosophy goes to school. Philadelphia: Temple University Press.
MacNaughton, G., & Davis, K. (2001). Beyond othering: Rethinking approaches to teaching young Anglo-Australian children about Indigenous Australians. Contemporary Issues in Early Childhood, 2(1), 83–93.
MacNaughton, G., & Hughes, P. (2009). Doing action research in early childhood studies: A step by step guide. Berkshire, England: Open University Press.
MacNaughton, G., & Smith, K. (2008). Engaging ethically with young children: Principles and practices for consulting justly with care. In G. MacNaughton, P. Hughes & K. Smith (Eds.), Young children as active citizens (pp. 31–43). Newcastle, UK: Cambridge Scholars.
Mandell, N. (1991). The least-adult role is studying children, In F. Waksler (Ed.), Studying the social worlds of children (pp. 38–59). London: Falmer Press.
Marshall, K. (1997). Children’s rights in the balance: The participation-protection debate. Edindurgh: The Stationery Office.
Morrow, V. (1999). It’s cool …’cos you can’t give us detentions and things, can you?! Reflections on research with children, In P. Milner & B. Carolin (Eds.) Time to listen to children (pp. 203–215). London: Routledge.
Mayall, B. (2002). Towards a sociology of childhood: Thinking from children’s lives. Buckingham: Open University Press.
Mayall, B. (2008). Conversations with children: Working with generational issues. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 109–124). London: Routledge.
National Health and Medical Research Council. (2007). National statement on ethical conduct in human research. Retrieved from http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e72.pdf
National Health and Medical Research Council (2011). History of ethics and ethical review of human research in Australia. Retrieved from http://www.nhmrc.gov.au/health-ethics/human-researchethics/history-ethics-and-ethical-review-human-research-australia
Phillips, L. G. (2010). Young children’s active citizenship: Storytelling, stories and social actions. Unpublished doctoral dissertation, Queensland University of Technology, Australia.
Phillips, L. (2012a). Emergent motifs of social justice storytelling as pedagogy. Storytelling, Self, Society, 8, 108–125.
Phillips, L. (2012b). Retribution and rebellion: Children’s meaning making of justice through storytelling. International Journal of Early Childhood, 44(2), 141–156.
Prout, A. (2002). Researching children as social actors: An introduction to the children 5–16 programme. Children & Society, 16, 67–76.
Roberts, H. (2008). Listening to children: And hearing them. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 260–275). Abingdon, OX: Routledge.
Rousseau, J. (1762/1968). The social contract. London, UK: Penguin Books.
Ryan, S. (2005). Freedom to choose: Examining children’s experiences in choice time. In N. Yelland (Ed.), Critical issues in early childhood education (pp. 99–114). Berkshire, UK: Open University Press.
Sargeant, J., & Harcourt, D. (2012). Doing ethical research with children. Maidenhead, Berkshire, England: Open University Press.
Silin, J. (1995). Sex, death and the education of our children: Our passion for ignorance in the age of AIDS. New York: Teachers College Press.
Smith, A. B. (2007). Children as social actors: An introduction. International of Children’s Rights, 15(1), 1–4.
Soto, L. D. (2005). Children make the best theorists. In L. D. Soto & S. B (Eds.), Power and voice in research with children (pp. 215–222). New York: Peter Lang.
Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.
The New London Group. (1996). Pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Thorne, B. (1993). Gender play: Girls and boys in schools. Milton Keynes: Open University Press.
Tisdall, E. K. M., Davis, J., & Gallagher, M. (2009). Introduction. In E. K. M. Tisdall, J. Davis & M. Gallagher (Eds.), Researching with children and young people (pp. 1–10). London: Sage.
United Nations General Assembly. (1989). Convention on the rights of the child. New York: United Nations.
Veale, A. (2005). Creative methodologies in research with children and young people. In S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 253–272). London: Sage.
Waksler, F. C. (1991). Studying children: Phenomenological insights. In F. C. Waksler (Ed.), Studying the social worlds of children: Sociological readings (pp. 60–70). London: Falmer Press.
Walkerdine, V. (1984). Developmental psychology and child centred pedagogy: The insertion of Piaget into early education. In J. Henriques, W. Hollaway, C. Irwin, C. Venn & V. Walkerdine (Eds.), Changing the subject: Psychology, social regulation and subjectivity (pp. 148–198). London: Methuen.
Wyness, M. (2006). Childhood and society: An introduction to the sociology of childhood. Basingstoke, Hampshire: Palgrave Macmillan.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Phillips, L. (2014). Research with Children. In: Midgley, W., Davies, A., Oliver, M.E., Danaher, P.A. (eds) Echoes. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-491-8_12
Download citation
DOI: https://doi.org/10.1007/978-94-6209-491-8_12
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-491-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)