Publicado Nov 19, 2020



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar
Descargas


Ruth Barley

##plugins.themes.bootstrap3.article.details##

Resumen








Partiendo de resultados de estudios etnográficos longitudinales para explorar la diferencia, la identidad y la amistad entre pares, este documento revela cómo los niños negocian su participación en el estudio a través de la escritura, tanto en términos de “la escritura como recolección de datos” y “la escritura como análisis”.


Este documento explora las maneras en las que los niños buscaron activamente participar en este estudio de investigación a través de la producción de sus propios datos visuales y escritos, el análisis de estos y la reflexión sobre los resultados escritos de la investigación.









Keywords

Children, ethnography, literacy, participatory researchNiño, etnografía, alfabetización, investigación participativa

References
Albon, D. & Barley, R. (2018). Ethnographic research: A significant context for engaging young children in dialogues about adults’ writing. Journal of Early Childhood Literacy, 1-31, Online first. https://doi.org/10.1177/1468798 418805132

Arnold, C. (2010). Understanding Schemas and Emotion in Early Childhood. London: Sage.

Barley, N. (1983). The Innocent Anthropologist: Notes from a Mud Hut. London: Penguin.

Barley, R. (2013). An Anthropological Exploration of Identity and Social Interac- tion in a Multi-Ethnic Classroom (doctoral thesis). Sheffield Hallam Univer- sity, Sheffield, UK. http://shura.shu.ac.uk/7040/1/Ruth_Barley.pdf

Barley, R. (2014). Identity and Social Interaction in a Multi-Ethnic Classroom. London: Tufnell.

Barley, R. & Bath, C. (2014). The importance of familiarisation when doing re- search with young children. Ethnography and Education, 9(2), 182–195. https://doi.org/10.1080/17457823.2013.841552

Barley, R. & Merchant, G. (2016). “The naughty person:” Exploring dynamic aspects of identity and children’s discourses before and during the Libyan Uprising. Childhood, 23(4), 477–491. doi: 10.1177/0907568215609105

Barley, R. & Russell, L. (2018). Participatory visual methods: Exploring young people’s identities, hopes and feelings. Ethnography and Education, 1–19, Online first. doi: 10.1080/17457823.2018.1441041

Booth, D. & Rowsell, J. (2007). The Literacy Principal: Leading, Supporting, and Assessing Reading and Writing Initiatives. Markham: Pembroke.

Breglia, L. (2009). The “work” of ethnographic fieldwork. In J. Faubion & G. Marcus (Eds.), Fieldwork Is Not What it Used to Be: Learning Anthropology’s Method in a Time of Transition (pp. 129–142). New York: Cornell University Press.

Cheney, K. E. (2011). Children as ethnographers: Reflections on the importance of participatory research in assessing orphans’ needs. Childhood, 18(2), 166–179. https://doi.org/10.1177/0907568210390054

Christensen, P. & Prout, A. (2005). Anthropological and sociological perspectives on the study of children. In S. Greene & D. Hogan (Eds.), Researching Chil- dren’s Experiences: Methods and Approaches (pp. 42–60). London: Sage.

Cisneros, A. & Neumann, M. (2009). Finding the voices of children and youth in street situations in Rio de Janeiro. Childhoods Today, 3(2), 1–12. https:// pdfs.semanticscholar.org/0fcf/2de6fb561faf7b5220f2edaab416dcc49ac1.pdf?_ga=2.140933297.221439426.1590942887-1274823709.1590942887

Clark, A. (2004). The mosaic approach and research with young children. In V. Lewis (Ed.), The Reality of Research with Children and Young People (pp. 142–161). London: Sage.

Clark, A. (2005). Ways of seeing: Using the mosaic approach to listen to young children’s perspectives. In A. Clark, A. Kjorholt & P. Moss (Eds.), Beyond Listening: Children’s Perspectives on Early Childhood Services (pp. 29–49). Bristol: Policy.

Clark, A. (2011). Multimodal map making with young children: Exploring ethno- graphic and participatory methods. Qualitative Research, 11(3), 311–330. doi: 10.1177/1468794111400532

Clark, A. & Moss, P. (2001). Listening to Young Children: The Mosaic Approach. London: National Children’s Bureau.

Coates, E. (2004). “I forgot the sky!:” Children’s stories contained within their drawings. In V. Lewis (Ed.), The Reality of Research with Children and Young People (pp. 5–26). London: Sage.

Cocks, A. J. (2006). The ethical maze: Finding an inclusive path towards gaining children’s agreement to research participation. Childhood, 13(2), 247–266. https://doi.org/10.1177/0907568206062942

Corsaro, W. (2004). The Sociology of Childhood (second edition). London: Sage.

Czymoniewicz-Klippel, M. (2009). “Improper” participatory child research: Morally bad, or not? Reflections from the “Reconstructing Cambodian child- hoods” study. Childhoods Today, 3(2), 35–61.

Department for Education. (2014). The National Curriculum in England: Frame- work Document [online]. Available at https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381344/Master_final_national_curriculum_28_Nov.pdf

Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early Child Development and Care, 175(6), 553–565. 10.1080/03004430500131338

Geneshi, C. & Dyson, A. (2009), Children, Language and Literacy: Diverse Learners in Diverse Times. New York: Teacher’s College Press.

James, A. & James, A. (2001). Children and childhoods: Towards a theory of continuity and change. American Academy of Political and Social Science, 575(2), 25–37. https://doi.org/10.1177/000271620157500102

Johnson, K. (2008). Teaching children to use visual research methods. In P. Thomson (Ed.), Doing Visual Research with Children and Young People (pp. 77–94). London: Taylor and Francis.

Helseth, S. & Slettebo, A. (2004). Research involving children: Some ethical is- sues. Nursing Ethics, 11(3), 298–299. doi: 10.1191/0969733004ne697oa

Hohmann, M. & Weikart, D. (1995). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilantim: High/Scope Press.

Hohti, R. (2016). Now —and now— and now: Time, space and the material en- tanglements of the classroom. Children & Society, 30(3): 180–191. https:// doi.org/10.1111/chso.12135

Kellett, M., Forrest, R., Dent, N. & Ward, S. (2004). “Just teach us the skills please, we’ll do the rest:” Empowering ten-year-olds as active researchers. Children & Society, 18(5): 329–343. https://childethics.com/library/journal-articles/just-teach-us-skills-please-well-rest-empowering-ten-year-olds-active-researchers/

Le Compte, M. (1999). Researcher roles. In M. le Compte et al. (Eds.), Researcher Roles and Research Partnerships (pp. 1–83). London: Altamira.

Le Compte, M. & Schensul, J. (1999). Analyzing and Interpreting Ethnographic Data. London: Altamira.

Mackey, T. P. & Jacobson, T. E. (2011). Reframing information literacy as a metalit- eracy. College & Research Libraries, 72(1), 62–78. https://crl.acrl.org/index.php/crl/article/view/16132/17578

Malaguzzi, L. (1993). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood: Ablex.

Mayall, B. (2008). Conversations with children. In P. Christensen & A. James (Eds.), Research with Children: Perspectives and Practices (pp. 109–124). Abingdon: Routledge.

Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118–128. https://doi.org/10.1111/j.1467-9345.2007.00469.x

Milstein. D. (2010). Children as co-researchers in anthropological narratives in education. Ethnography and Education, 5(1), 1–15. doi: 10.1080/17457 821003768406

Morphy, H. & Banks, M. (1997). Introduction: Rethinking visual anthropology. In M. Banks (Ed.), Rethinking Visual Anthropology (pp. 1–35). London: Yale University Press.

Nic-Gabhainn, S. & Sixsmith, J. (2006). Children photographing well-being: Facilitating participation in research. Children & Society, 20(4):249–259. doi: 10.1111/j.1099-0860.2005.00002.x

Oh, S. (2012). Photofriend: Creating visual ethnography with refugee children. Area, 44(3), 382–288. doi: 10.1111/j.1475-4762.2012.01111.x

Pryor, J. & Ampiah, J. G. (2004). Listening to voices in the village: Collaborating through data chains. In K. Mutua & B. Swadener (Eds.), Decolonizing Re- search in Cross-Cultural Contexts: Critical Personal Narratives (pp. 159–178). Albany: State University of New York Press.

Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321–341. doi: 10.1177/0907568202009003005

Puranik, C. S., & Lonigan, C. J. (2012). Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills. Early Childhood Research Quarterly, 27(2), 284-294.

Raj, D. (2003). Where Are You From?: Middle-Class Migrants in the Modern World. London: University of California Press.

Siraj-Blatchford, I. & Sylva, K. (2004). Researching pedagogy in English pre-schools. British Educational Research Journal, 30(5), 713–730. https://doi.org/10.1080/0141192042000234665

Stevenson, N. C. & Just, C. (2014). In early education, why teach handwriting before keyboarding? Early Childhood Education Journal, 42(1), 49–56. doi: 10.1007/s10643-012-0565-2

Sylvester, R. & Greenidge, W. L. (2009). Digital storytelling: Extending the po- tential for struggling writers. The Reading Teacher, 63(4), 284–295. doi: 10.1598/RT.63.4.3

Thomas, N. & O’Kane, C. (1998). The ethics of participatory research with children. Children & Society, 12(5), 336–348. doi: 10.1111/j.1099-0860.1998.tb00090.x

Van Ausdale, D. & Feagin, J. (2001). The First R: How Children Learn Race and Racism. Maryland: Rowman & Littlefield.

Wolcott, H. (1999). Ethnography: A Way of Seeing. London: Altamira.
Cómo citar
Barley, R. (2020). “¿Por qué no has escrito mi nombre?”: investigación colaborativa con niños. Magis, Revista Internacional De Investigación En Educación, 13, 1-21. https://doi.org/10.11144/Javeriana.m13.whwn
Sección
Dossier etnografía y educación: Estudios colaborativos con niños,niñas y jóvenes