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Researching Children’s Mobilities

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Children's Mobilities

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Abstract

This chapter follows on from Chapter 2 by considering the ways in which these conceptualisations have been incorporated into varying approaches to researching children’s mobilities. It is here (understandably as we are researchers) that our contentions around interdependency and relationality begin to be more fully illuminated. This chapter explores a range of methodological and epistemological issues relating to research around children’s mobility. In doing so, the chapter considers how methodological approaches that focus solely on children might lead to an unfinished, incomplete picture. Drawing from case studies of empirical research, the chapter critically evaluates the range of methods that have been applied in grasping the embodied nature of children’s mobilities and the range of contexts in which they are situated, including visual (Murray 2009b; Pimlott-Wilson 2012) and mobile (Büscher et al. 2010; Fincham et al. 2010).

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Notes

  1. 1.

    Ibid.: 41.

  2. 2.

    Ibid.

  3. 3.

    The project ‘Disruption: the raw material for low carbon change’ (funded by the Research Council UK Energy Programme Award number EP/J00460X/1) was undertaken by researchers in seven universities—see http://www.disruptionproject.net.

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Authors and Affiliations

  1. School of Applied Social Science, University of Brighton, Brighton, UK

    Lesley Murray

  2. School of Education, University of Leeds, Leeds, UK

    Susana Cortés-Morales

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  2. Susana Cortés-Morales
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Murray, L., Cortés-Morales, S. (2019). Researching Children’s Mobilities. In: Children's Mobilities. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52114-9_3

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