Ethical Perplexities of Researching with Children in Uncertain Times: A Dialogic Approach

Autor/in	Lee, Claire
Titel	Ethical Perplexities of Researching with Children in Uncertain Times: A Dialogic Approach
Quelle	In: International Studies in Sociology of Education, 31 (2022) 1-2, S.124-147 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.1925140
Schlagwörter	Ethics; Research Methodology; Comparative Analysis; COVID-19; Pandemics; Dialogs (Language); Self Concept; Trust (Psychology); Parent Child Relationship; Childrens Attitudes; Armed Forces; Military Service; Foreign Countries; Context Effect; Human Dignity; Interpersonal Relationship; Researchers; Literacy; Participatory Research; Well Being; School Closing; United Kingdom + Suchen Sie Ihr Suchwort? Ethik; Research method; Forschungsmethode; Dialog; Dialogs; Dialogue; Dialogues; Selbstkonzept; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Military; Militär; Militärdienst; Ausland; Menschenwürde; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Researcher; Forscher; Alphabetisierung; Schreib- und Lesefähigkeit; Forschungstätigkeit; Well-being; Wellness; Wohlbefinden; School closings; Schule; Schließung; Schließung (von Schulen); Großbritannien
Abstract	In this article I compare two studies, one pre- and one post-COVID-19, to consider the ethics of researching with children, especially during uncertain times. I argue that ethics are entwined with assumptions about children, 'voice', relational dynamics and representation. To reflect upon those assumptions and their ethical implications, I draw upon three Bakhtinian dialogical principles: that the self is in its nature responsive and never fully knowable or complete; that meaning-making is a complex, dynamic, situated activity; and that finalisation is deeply unethical. I propose a dialogic approach to researching with children as an ethical orientation which respects our common humanity and agency and allows for trust, sensitivity, responsive meaning-making, openness and inarticulacy. I also consider the perplexities of achieving dialogic relationships and meaningful dialogue with children, especially at times when researcher and participants may be separated physically in space and time and when methodological compromises may be unavoidable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01