Power, Pedagogy and Participation: ethics and pragmatics in research with young people

Hugh Starkey, Bassel Akar, Lee Jerome, Audrey Osler

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call ‘pedagogical research approaches’ built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data.
    Original languageEnglish
    Pages (from-to)426-440
    Number of pages15
    JournalResearch in Comparative and international Education
    Volume9
    Issue number4
    DOIs
    Publication statusPublished - Dec 2014

    Fingerprint

    pragmatics
    moral philosophy
    participation
    methodology
    Lebanon
    reflexivity
    research approach
    citizenship
    educator
    classroom
    present
    teacher
    school
    learning
    experience

    Keywords

    • research methods
    • participative research
    • pedagogy
    • citizenship education

    Cite this

    Starkey, Hugh ; Akar, Bassel ; Jerome, Lee ; Osler, Audrey. / Power, Pedagogy and Participation: ethics and pragmatics in research with young people. In: Research in Comparative and international Education. 2014 ; Vol. 9, No. 4. pp. 426-440.
    @article{b0d4029151964e91ba0ebbedc44b148e,
    title = "Power, Pedagogy and Participation: ethics and pragmatics in research with young people",
    abstract = "This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call ‘pedagogical research approaches’ built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data.",
    keywords = "research methods, participative research, pedagogy, citizenship education",
    author = "Hugh Starkey and Bassel Akar and Lee Jerome and Audrey Osler",
    year = "2014",
    month = "12",
    doi = "10.2304/rcie.2014.9.4.426",
    language = "English",
    volume = "9",
    pages = "426--440",
    journal = "Research in Comparative and international Education",
    issn = "1745-4999",
    publisher = "Symposium Journals Ltd",
    number = "4",

    }

    Power, Pedagogy and Participation: ethics and pragmatics in research with young people. / Starkey, Hugh ; Akar, Bassel; Jerome, Lee; Osler, Audrey.

    In: Research in Comparative and international Education, Vol. 9, No. 4, 12.2014, p. 426-440.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Power, Pedagogy and Participation: ethics and pragmatics in research with young people

    AU - Starkey, Hugh

    AU - Akar, Bassel

    AU - Jerome, Lee

    AU - Osler, Audrey

    PY - 2014/12

    Y1 - 2014/12

    N2 - This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call ‘pedagogical research approaches’ built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data.

    AB - This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call ‘pedagogical research approaches’ built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data.

    KW - research methods

    KW - participative research

    KW - pedagogy

    KW - citizenship education

    U2 - 10.2304/rcie.2014.9.4.426

    DO - 10.2304/rcie.2014.9.4.426

    M3 - Article

    VL - 9

    SP - 426

    EP - 440

    JO - Research in Comparative and international Education

    JF - Research in Comparative and international Education

    SN - 1745-4999

    IS - 4

    ER -