Participation or pedagogy?: Ambiguities and tensions surrounding the facilitation of children as researchers

Kim, Chae-Young (2017). Participation or pedagogy?: Ambiguities and tensions surrounding the facilitation of children as researchers. Childhood, 24(1) pp. 84–98.

DOI: https://doi.org/10.1177/0907568216643146

Abstract

Ambiguities and tensions can arise when children are facilitated to act as ‘primary researchers’ concerning whether this is primarily to support their ‘participation’ in knowledge production and, with the knowledge produced, in relevant decision-making processes or whether it is mainly for any educational benefits. This article considers these ambiguities and tensions theoretically and by using evidence from a study where English primary school children were supported to conduct their own research projects. It concludes that, while the boundaries between children’s research as participation and pedagogy can be ambiguous, it should not be promoted for its potential educational benefits alone.

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About

• Item ORO ID
• 46120
• Item Type
• Journal Item
• ISSN
• 1461-7013
• Keywords
• children as researchers; inquiry-based learning; participation; practical research; primary school children
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Childhood Youth and Sport Group (CYSG)
• Copyright Holders
• © 2016 The Author
• Depositing User
• Chae-Young Kim