Introduction: Arguing The Case For Participatory Research With
Children And Young People
Developing New Methodological Understandings Of Social Research
With Children And Young People
Ethical Questions In Relation To Participatory Research With
Children And Young People
Designing A Project With Children And Young People: Investigating
The ‘Researchable Question’
A Political Ecology Of Access And Cooperation
Innovative Methods
Issues Of Impact And Sustainability In The Context Of Participatory
Design And Construction
Publication And Dissemination
Action And Participation
Susan Groundwater-Smith is Honorary Professor, Faculty of Education
and Social Work, The University of Sydney and Visiting Professor,
Wilf Malcolm Institute of Educational Research, University of
Waikato. She has had an extensive career in teacher education,
especially in relation to teachers-as-researchers, see
Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P. &
Ronnerman, K. (2013) Facilitating Practitioner Research. London:
Routledge. She is the convener of the Coalition of Knowledge
Building Schools, a Special Interest Group in the Faculty of
Education and Social work. This group has functioned for over ten
years and includes schools and cultural institutions. It has a
continuing commitment to consulting children and young people and,
where possible, including them as active researchers. This work has
drawn the attention of researchers in Australia, the Netherlands
and the United Kingdom.
Sue Dockett is Professor, Early Childhood Education, Charles Sturt
University, Australia. Sue’s background is in early childhood and
tertiary education. Over many years, Sue has engaged in research
with children and young people, particularly in the years before
school and the early years of school. Much of this research has
focused on children’s experiences and expectations, as well as
those of families, educators and communities at times of
transition. She is co-author of Transition to school:
Perceptions, expectations and experiences (with Bob Perry),
co-editor of Transitions to school – International research, policy
and practice (with Bob Perry and Anne Petriwskyj) and Varied
perspectives on play and learning: Theory and research on early
years education (with Bob Perry and Ole Fredrik Lillemyr).
Dorothy Bottrell is a Senior Lecturer in Social Pedagogy, in the
College of Education, Victoria University Melbourne and Honorary
Senior Lecturer in the Faculty of Education and Social Work,
University of Sydney. Her background is in secondary teaching,
juvenile justice, youth and community work and TAFE teaching in
community services. She has extensive experience working with
marginalised young people and has led or contributed to
participatory projects with young people and community
organisations, including murals, girls’ film-making, establishing a
young parents’ group, community-based education for early
school-leavers and community development forums with children,
young people, Aboriginal families and an older women’s group. Her
research has focused on the resilience of marginalised young
people, including theoretical and qualitative empirical work that
centres young people’s accounts of school, community and service
systems. She is currently researching the interrelationship of
resilience and responsibility, using political ecology and social
justice frameworks; and is associate researcher with Kitty te Riele
and Vicky Plows (Victoria Institute) on alternative education
programs. Dorothy is co-author of A political ecology of youth and
crime; and or co-editor of Schools, communities and social
inclusion; and Communities and change.
The process of conducting research from start to finish is dealt
with, serving the novice or experienced researcher equally with
rich interpretations and possibilities encountered at each stage.
The book examines a wide range of interpretations of participatory
research through a multi-disciplinary lens and in doing so serves
to enrich the methodological literature as well as further promote
the possibilities of bringing about social change through engaging
the young.
*Cathy Burke*
This important book moves beyond the value of young people′s
participation to consider how to do it. It is one of the first
books to carefully anchor participation research onto principles of
inquiry-based practice and the ethics of good research at a level
of detail in which practitioners and theorists alike will find it
useful.
*Dana Mitra*
A timely, rich and thought provoking exploration of the issues and
dilemmas at the heart of actively and authentically involving all
children and young people in each phase of research inquiries that
involve them. Each author brings a wealth of experience in this
area.
*Robyn Ewing*
A well considered companion for those seeking to engage in the
critical work of researching with young children. I highly
recommend this book for both beginning researchers and those
seeking to explore the dilemmas and challenges associated with this
type of research.
*Deborah Harcourt*
This thorough, clearly written, accessible book provides
theoretical underpinnings, case studies, extensive discussions of
methods, and practical advice as well as compelling arguments
regarding the whys and hows of participatory research with children
and young people. It does not shy away from the complexities of
this work. A thoughtful and inspiring guide to anyone interested in
participatory research with children and young people.
*Alison Cook-Sather*
[The book] provides a really useful overview of the key issues
and how researchers might address these... It is concise and clear;
explores complex issues together with practical examples and case
studies; and brings together theory and practice from different
fields in an accessible and engaging way.
*Louca-Mai Brady, Independent Research Consultant*
With a robust review of up-to-date literature, incorporation of
practical models of participation, extensive discussion of methods,
and a solid explanation of youth as capable, significant
participants, this book offers a substantial contribution to the
interdisciplinary field of participatory research with children and
youth.
*Rebecca Kaplan*
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