“Why have you not written my name?:” Collaborative research with children
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Nov 19, 2020
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Resumo
Drawing on research findings from a longitudinal ethnography exploring difference, identity and peer friendships this paper reveals how children actively negotiated their participation
in the study via writing both in terms of “writing as data collection“ and “writing as analysis.”
The paper explores the ways in which children actively sought to participate in the research study through producing their own visual and written data, analysing this data and reflecting on the written research outputs. Actively participating in this study gave children opportunities to reflect on their literacy learning and consolidate the learning that took place within the formal school context.
Keywords
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.
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.
Como Citar
Barley, R. (2020). “Why have you not written my name?:” Collaborative research with children. Revista Internacional De Pesquisa Em Educacao, 13, 1–21. https://doi.org/10.11144/Javeriana.m13.whwn
Seção
Dossier Ethnography and education: Collaborative studies with children and youth
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