Exploring informed consent and dissent through children's participation in educational research

2013 ◽  
Vol 37 (2) ◽  
pp. 151-165 ◽  
Author(s):  
Roseanna Bourke ◽  
Judith Loveridge
Keyword(s):  
Informed Consent ◽  
Educational Research ◽  
Children’S Participation ◽  
Children's Participation

scholarly journals Ethical reflections on children’s participation in educational research during humanitarian crises

2020 ◽  
Vol 16 (1-2) ◽  
pp. 1-19
Author(s):  
Fabiana Maglio ◽  
Tejendra Pherali
Keyword(s):  
Research Ethics ◽  
Educational Research ◽  
Ethical Dilemmas ◽  
Minimum Standards ◽  
Humanitarian Crises ◽  
Children’S Participation ◽  
Children's Participation ◽  
Ethical Reflections ◽  
Ethical Responsibilities

This paper aims to reflect upon ethical dilemmas arising from educational research in humanitarian contexts, particularly when involving children. In recognition of the paucity of knowledge on how to define ethics in humanitarian research, we review the existing body of literature that explores ethical responsibilities towards children involved in educational research at school and their communities. The paper argues that research ethics should be at the forefront of every study that is conducted in crisis contexts and more rigorous review and vetting processes are necessary to protect children, researchers and wider communities who live in crisis settings. We hope to promote an informed debate on research ethics in humanitarian contexts, while encouraging the development of rigorous guidelines, notes and minimum standards.

Taking Part, Joining in, and Being Heard?

2020 ◽  
pp. 475-494
Author(s):  
Perpetua Kirby ◽  
Rebecca Webb
Keyword(s):  
Primary Schools ◽  
Specific Reference ◽  
School Life ◽  
Children’S Participation ◽  
Using Data ◽  
Children's Participation ◽  
The Voice

This chapter explores how Article 12 and the voice of the child are implemented. The chapter does so by making specific reference to ways in which children express themselves within two different English primary schools. The chapter introduces Article 12 as a commitment to giving due attention to children’s experiences. Using data vignettes, the chapter illustrates the value of paying attention to children by focusing on the micro moments of everyday school life. The chapter argues that children’s participation is necessarily political, suggesting that participation must be read as such and demonstrating how it is often subsumed within powerful dominant schooling discourses of conformity within different governmental climates that are regarded as beyond politics. The chapter identifies limited possibilities for transformation in the study’s research sites, discussed in terms of children achieving agency and enacting their own subjectivities. This is apparent even within the less coercive ethos of a school participating in the Rights Respecting Schools Initiative (UNICEF). The chapter argues that in order to open up possible transformational participatory spaces, adults in schools need to require opportunities to reflect together on the tensions within their own educational contexts and between supporting children’s participation and their conformity to wider schooling discourses. The chapter suggests that the provision of such opportunities will help to keep a focus on listening to children in line with the ambitions of Article 12.

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