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The imperative to include children and young people in educational
research, and in more participative ways, is educationally
important when exploring policy and practice contexts. It is also
critical to recognise that children have the right to contribute to
debates, and can express their views through educational research,
on matters that affect them. However, the freedom to research
alongside young people is only afforded if we continue to unmask
the illusion that well-intentioned research is always ethical. This
book presents an international set of storied experiences, where
researchers have been challenged and have changed the way they
think, incorporating and exploring ethics in research. The
contributors highlight the ethical dilemmas that can arise when
children and young people are included in research agendas, and
their reflexive approaches to these dilemmas include being
responsive to the cultural, political and social contexts of the
lives of the children and developing child-friendly research
approaches to ensure their 'voice' is accessed in multiple ways.
These solution-focused and local approaches facilitate a more
ethical, deliberative process where the establishment of trust is
central to an ethical engagement with young people and their
families and where the explication of ethical dilemmas can improve
research practice. This book is a critical resource for researchers
and practitioners researching with and alongside children and young
people. This book was originally published as a special issue of
the International Journal of Inclusive Education.
This book celebrates the rights of the child, through including
student voice in educational matters that affect them directly. It
focuses on the experiences of children and young people and
explores how our educational policies, practices and research
endeavours enable educators to help young people tell their own
stories. The respective chapters illustrate how listening to young
people can help them attain new positions of power, even though
doing so often creates discomfort and requires a radical change on
the part of the adult establishment. Further, the book challenges
researchers, teachers and practitioners to reconsider how students
are involved in research and policy agendas, and to what extent
radical collegiality can create fundamental and positive changes in
the lives of these learners. In recent decades, greater attention
has been paid across policy, practice and research discourses to
involving children more meaningfully and actively in decisions
about their participation in both formal and informal educational
settings. The book's goal is to illustrate how researchers have
systematically involved students in the pursuit of a richer
understanding of educational experiences, policy and practice
through the eyes and ears of young people, and through their own
cultural lens.
This book celebrates the rights of the child, through including
student voice in educational matters that affect them directly. It
focuses on the experiences of children and young people and
explores how our educational policies, practices and research
endeavours enable educators to help young people tell their own
stories. The respective chapters illustrate how listening to young
people can help them attain new positions of power, even though
doing so often creates discomfort and requires a radical change on
the part of the adult establishment. Further, the book challenges
researchers, teachers and practitioners to reconsider how students
are involved in research and policy agendas, and to what extent
radical collegiality can create fundamental and positive changes in
the lives of these learners. In recent decades, greater attention
has been paid across policy, practice and research discourses to
involving children more meaningfully and actively in decisions
about their participation in both formal and informal educational
settings. The book's goal is to illustrate how researchers have
systematically involved students in the pursuit of a richer
understanding of educational experiences, policy and practice
through the eyes and ears of young people, and through their own
cultural lens.
The imperative to include children and young people in educational
research, and in more participative ways, is educationally
important when exploring policy and practice contexts. It is also
critical to recognise that children have the right to contribute to
debates, and can express their views through educational research,
on matters that affect them. However, the freedom to research
alongside young people is only afforded if we continue to unmask
the illusion that well-intentioned research is always ethical. This
book presents an international set of storied experiences, where
researchers have been challenged and have changed the way they
think, incorporating and exploring ethics in research. The
contributors highlight the ethical dilemmas that can arise when
children and young people are included in research agendas, and
their reflexive approaches to these dilemmas include being
responsive to the cultural, political and social contexts of the
lives of the children and developing child-friendly research
approaches to ensure their 'voice' is accessed in multiple ways.
These solution-focused and local approaches facilitate a more
ethical, deliberative process where the establishment of trust is
central to an ethical engagement with young people and their
families and where the explication of ethical dilemmas can improve
research practice. This book is a critical resource for researchers
and practitioners researching with and alongside children and young
people. This book was originally published as a special issue of
the International Journal of Inclusive Education.
Author Dr Roseanna Bourke takes the reader on a fascinating
exploration of learning: the theory, practice and young people's
take on it. What do you say to a young person who tells you her
brain is an eighth full? Or to the one who says he only knows he
has learned something when he receives a stamp or a sticker? This
book is about how learners conceptualise learning, how they
self-assess their own learning and why context matters. It shows
how, just as a chameleon changes colour, learners change and adapt
their approach to learning depending on the situation. It draws on
examples of learning by Years 7-8 students from the classroom and
out of school, looking at how their views and values are shaped and
how they satisfy their own learning needs. Dr Bourke is a senior
lecturer in the School of Educational Psychology and Pedagogy at
Victoria University and has previously worked as a teacher and
education psychologist. She currently teaches postgraduate courses
in learning and motivation, and in assessment and evaluation.
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