Children and young people as knowledge producers
- edited by Gina Porter, Janet Townsend and Kate Hampshire.
- Abingdon, Oxon ; New York : Routledge, 2014.
- Physical description
- x, 106 p. : ill. ; 26 cm
Education Library (Cubberley)
|LB45 .C45 2014||Unknown|
- Includes bibliographical references and index.
- Introduction: Children and young people as producers of knowledge Gina Porter, Janet Townsend and Kate Hampshire 1.'It came up to here': learning from children's flood narratives Marion Walker, Rebecca Whittle, Will Medd, Kate Burningham, Jo Moran-Ellis and Sue Tapsell 2. Emerging relationships and diverse motivations and benefits in participatory video with young people Matej Blazek and Petra Hranova 3. Learning from young people about their lives: using participatory methods to research the impacts of AIDS in southern Africa Nicola Ansell, Elsbeth Robson, Flora Hajdu and Lorraine van Blerk 4. Critical dialogue, critical methodology: bridging the research gap to young peoples' participation in evaluating children's services Liz Todd 5. What we say and what we do: reflexivity, emotions and power in children and young people's participation Victoria Jupp Kina 6. Taking the long view: temporal considerations in the ethics of children's research activity and knowledge production Kate Hampshire, Gina Porter, Samuel Owusu, Simon Mariwah, Albert Abane, Elsbeth Robson, Alister Munthali, Mac Mashiri, Goodhope Maponya and Michael Bourdillon.
- (source: Nielsen Book Data)
- Publisher's Summary
- Despite the widespread promotion of children's voices by activists and policy makers over the last decade, the potential for young people's knowledge to impact on adult agendas and policy arenas is by no means a certainty. This book presents critiques of participation in settings where young people are the centre of attention. The complexities and power-dynamics of youth- adult relationships are observed and analysed in a wide diversity of study environments, from Hull to Sao Paulo, rural Lesotho to Ghana, using varied methods and over different time frames, but with a strong focus throughout on context, practice, impacts and associated ethical considerations. The central concern of the book is not whether young people can produce better knowledge than adults, but rather how to better understand the different knowledges which emerge from diverse actors within different generations in order to ensure that the maximum benefits accrue to children and young people with and for whom the research is conducted. This book was originally published as a special issue of Children's Geographies.
(source: Nielsen Book Data)
- Publication date
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