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Whose research question is it anyway?

Whose research question is it anyway?. Issues of ownership and levels of adult support. Resisting the adult juggernaut. Power Manipulation exploitation. support enabling: training in research process sustaining: training in data collection skills

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Whose research question is it anyway?

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  1. Whose research question is it anyway? Issues of ownership and levels of adult support

  2. Resisting the adult juggernaut • Power • Manipulation • exploitation

  3. support enabling: training in research process sustaining: training in data collection skills supporting: paving the way with gatekeepers helping: transcipts, literacy; numeracy; writing frames empowering: dissemination platforms management influencing: allowing adult interests/agendas to influence what children research limiting: only teaching children certain skills thereby reducing their ability to make ‘informed choices’ judging: suggesting that their idea isn’t ‘worthy’ of researching hijacking: content and/or ownership Support versus ‘management’

  4. Child research or subversion? • Might adults feel threatened by child’s choice of research focus e.g. • ‘Exploring 12-year-olds’ views about teacher-pupil relationships in the classroom’ • Investigating young people’s attitudes to ‘smacking’ • Personal space, personal identity: exploring the extent of adult power over pupils’ right to individuality. • Students’ views about the school leaving age • An ethnographic study of the inner workings of a school council • CHILD RESEARCHER HAS AN ETHICAL RESPONSIBILITIES

  5. Activity • Research focus: ‘Investigating student attitudes to school counsellors’ • Think about: • kinds of support an adult would need to offer to enable a child to undertake this study • Power issues • Ethical and legal issues • Implications for policy and practice • ownership

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