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Negotiating Adult-Child Relationships in Early Childhood Research
presents a substantive critique of technicist and neoliberal
approaches to ethics through an exploration of the complicated and
often 'messy' situations faced in negotiating relationships in
research with children. Despite growing acknowledgement of their
centrality, relationships between adult researchers and very young
participants have been neglected and under-theorised, and in
response, this book offers a comprehensive conceptualisation of
adult-child research relationships through examination of
questions, including: How do power and inequity impact on
adult-child research relationships? What does it mean for
relationships when researchers 'intervene' in the field? How do
bodies matter in research relationships? What does an emphasis on
relationships with young children mean for the research process?
Drawing on data from their own research, the authors contend that
relationships are part of a wider web of social relations and
space-time configurations. They propose and develop a relational
ethics of answerability and social justice, inspired by the work of
Bakhtin and, in addition, explore the way material bodies come to
matter, the ambiguity of consent in educator-research, and the
risks and possibilities of research relationships. Chapters include
innovative formulations of reciprocity, 'sensing practices', and
political-ethical responsibility. This book contributes to current
debates about research with young children, offering an incisive
and thorough exploration of the importance of relationships to the
research process. Relevant for international audiences, this book
is essential reading for early childhood students and educators,
researchers, and lecturers with an interest in research with
children.
Negotiating Adult-Child Relationships in Early Childhood Research
presents a substantive critique of technicist and neoliberal
approaches to ethics through an exploration of the complicated and
often 'messy' situations faced in negotiating relationships in
research with children. Despite growing acknowledgement of their
centrality, relationships between adult researchers and very young
participants have been neglected and under-theorised, and in
response, this book offers a comprehensive conceptualisation of
adult-child research relationships through examination of
questions, including: How do power and inequity impact on
adult-child research relationships? What does it mean for
relationships when researchers 'intervene' in the field? How do
bodies matter in research relationships? What does an emphasis on
relationships with young children mean for the research process?
Drawing on data from their own research, the authors contend that
relationships are part of a wider web of social relations and
space-time configurations. They propose and develop a relational
ethics of answerability and social justice, inspired by the work of
Bakhtin and, in addition, explore the way material bodies come to
matter, the ambiguity of consent in educator-research, and the
risks and possibilities of research relationships. Chapters include
innovative formulations of reciprocity, 'sensing practices', and
political-ethical responsibility. This book contributes to current
debates about research with young children, offering an incisive
and thorough exploration of the importance of relationships to the
research process. Relevant for international audiences, this book
is essential reading for early childhood students and educators,
researchers, and lecturers with an interest in research with
children.
Reimagining Childhood Studies incites, and provides a forum for,
dialogue and debate about the direction and impetus for critical
and global approaches to social-cultural studies of children and
their childhoods. Set against the backdrop of a quarter century of
research and theorising arising out of the "new" social studies of
childhood, each of the 13 original contributions strives to extend
the conceptual reach and relevance of the work being undertaken in
the dynamic and expanding field of childhood studies in the 21st
century. Internationally renowned contributors engage with
contemporary scholarship from both the global north and south to
address questions of power, inequity, reflexivity, subjectivities
and representation from poststructuralist, posthumanist,
postcolonial, feminist, queer studies and political economy
perspectives. In so doing, the book provides a deconstructive and
reconstructive dialogue, offering a renewed agenda for future
scholarship. The book also moves the insights of childhood studies
beyond the boundaries of this field, helping to mainstream insights
about children's everyday lives from this burgeoning area of study
and avoid the dangers of marginalizing both children and
scholarship about childhood. This carefully curated collection
extends beyond critiques of specified research arenas, traditions,
concepts or approaches to serve as a bridge in the transformation
of childhood studies at this important juncture in its history.
Reimagining Childhood Studies incites, and provides a forum for,
dialogue and debate about the direction and impetus for critical
and global approaches to social-cultural studies of children and
their childhoods. Set against the backdrop of a quarter century of
research and theorising arising out of the "new" social studies of
childhood, each of the 13 original contributions strives to extend
the conceptual reach and relevance of the work being undertaken in
the dynamic and expanding field of childhood studies in the 21st
century. Internationally renowned contributors engage with
contemporary scholarship from both the global north and south to
address questions of power, inequity, reflexivity, subjectivities
and representation from poststructuralist, posthumanist,
postcolonial, feminist, queer studies and political economy
perspectives. In so doing, the book provides a deconstructive and
reconstructive dialogue, offering a renewed agenda for future
scholarship. The book also moves the insights of childhood studies
beyond the boundaries of this field, helping to mainstream insights
about children's everyday lives from this burgeoning area of study
and avoid the dangers of marginalizing both children and
scholarship about childhood. This carefully curated collection
extends beyond critiques of specified research arenas, traditions,
concepts or approaches to serve as a bridge in the transformation
of childhood studies at this important juncture in its history.
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