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Ethical Principles in Research with Children: Developing Guidelines Through Critical Collegial Engagement. Margaret McKenzie-Davidson Dept. of Social Work and Community Development Jude MacArthur Independent Researcher on Disability and Education
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Dept. of Social Work and Community Development
Independent Researcher on Disability and Education
Children and Young People as Social Actors Research Cluster
University of Otago
Range of disciplines represented:
24 members - law, education and teacher education, early childhood, social work, disability issues, sociology, geography, physical education, psychology, medicine, ethics, anthropology.
Range of experience in research methodology and methods:
Qualitative and quantitative
Ethnography, case study, observation, interview, participatory action research, children as researchers etc.
Shared interest in:
Children's perspectives on rights, responsibilities and citizenship
Children’s perspectives on physical punishment
Children’s participation in family law proceedings
Disabled children and young people’s school experiences and identity
Young people’s experiences of rural and urban environments
Youth researching youth – young people and identity
Kapo Maori, the school experiences of blind Maori
How children use their environment
Health rights in secondary schools
Researching Children’s Experiences: Methodological and Ethical Issues, October 2008
The construction of children’s rights in education - a research synthesis,Anne Quennerstedt, Orebro University, Sweden, April 2009
The development of a set of ethics guidelines relating to research which includes children and young people.
For use by students, supervisors, researchers and ethics committees.
“Ethical radar” – particularly with young children, disabled children (Skanvors, 2009)
Starting point = presumption of competence to consent:
Including ALL children in research means the responsibility is on the researcher to find ways to fully inform children:
Researcher’s primary responsibility is to the child
Question of what to do when a child discloses an issue of concern but will not give permission for that issue to be discussed with adults (e.g. bullying at school)
“I just have to say, I am really enjoying this”
“It’s really good hearing about other people’s experiences”
“It’s a really great way to pick up on key issues that others have faced”
Alderson P (2008) 'Ten topics for consideration in carrying out social research with children and young people', Children's Geographies 6, 98-101.
Frankel, S. (2007) Researching Children’s Morality: developing research methods that allow children’s involvement in discourses relevant to their everyday lives. Childhoods Today, 1, (1), 1-25. (Online journal)
Graham, A. (2008). Presentation to the ‘Children and Young People as Social Actors’ Research Cluster symposium on Researching Children’s Experiences: Methodological and Ethical Issues, University of Otago, 31 October 2008.
McGuire, M. (2005). What if you talked to me? I could be interesting! Ethical research considerations in engaging with bilingual/multilingual child participants in human inquiry. Forum: Qualittive social research, 6 (1), Art. 4. http://www.qualitative-research.net/fqs/
Powell, M., & Smith, A. (2006). Ethical guidelines for research with children: a review of current reseaech ethics documentation in New Zealand. Kotuitui: New Zealand Journal of Social Sciences Online, 1, 125-138.
Powell, M., & Smith, A. (2009). Children’s participation rights in research, Childhood, 16, 124-142.
Skanvors, I. (2009). Ethics in child research: Children’s agency and researchers’ ‘ethical radar’. Childhoods Today, 3, (1), 1-22. (Online journal)
Smith, A. (2009). Respecting children’s rights and agency in seeking their perspectives. University of Otago, College of Education.References
Obelix and I would like to ask you some questions about you, your family and your school.
You can write what you think in this box.
My name is Obelix …
What is your name?
Really good. I don’t know. I don’t really care as I’m not going there any more. Bad. I don’t have to tell you why. Boring.
What do you think about school?
I like reading the best. What do you like best?
Stars on Stage concert.
Art, reading and story writing. I actually make good stories. I do.
What do you hate most?
When told what to do every minute.Handwriting, spelling and maths.