Representing children’s development of voice and community advocacy: an inclusive inquiry framework

Kerawalla, Lucinda (2012). Representing children’s development of voice and community advocacy: an inclusive inquiry framework. In: Children, Young People and Adults: Extending the Conversation, 5-7 Sep 2012, University of Central Lancashire, Preston.

URL: http://www.uclan.ac.uk/information/services/fm/ser...

Abstract

Child researchers are usually encouraged to carry out their research with child participants, with a view to empowering child voice. This paper takes an alternative perspective and reports on a study carried out with Girl Guides who carried out their own research, towards a new ‘Neighbourhood Researcher’ badge, which canvassed the opinions of all members of their community. The inquiry learning literature is drawn upon in an attempt to enhance our understanding of how a child’s engagement in the research process can empower them to become community advocates through the process of ‘inclusive inquiry’. During this process, the child’s research focus is gradually transformed from one that is personal, into one that involves collecting and representing the opinions of the whole community. It is argued that through engagement in inclusive inquiry a child can become an advocate for community opinion, a powerful position not commonly gained by children.

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