Power, Pedagogy and Participation: Ethics and Pragmatics in Research with Young People

Autor/inn/en	Starkey, Hugh; Akar, Bassel; Jerome, Lee
Titel	Power, Pedagogy and Participation: Ethics and Pragmatics in Research with Young People
Quelle	In: Research in Comparative and International Education, 9 (2014) 4, S.426-440 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2014.9.4.426
Schlagwörter	Ethics; Teaching Methods; Educational Research; Teacher Educators; Qualitative Research; Class Activities; Learning Experience; Power Structure; Citizenship; Childrens Rights; Foreign Countries; Cross Cultural Studies; Citizen Participation; Student Attitudes; Elementary School Students; Secondary School Students; Workshops; Questionnaires; Case Studies; Lebanon; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Lernerfahrung; Staatsbürgerschaft; 'Children''s rights'; Kindesrecht; Ausland; Cultural comparison; Kulturvergleich; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Schülerverhalten; Sekundarschüler; Lernwerkstatt; Schulung; Fragebogen; Case study; Fallstudie; Case Study; Libanon
Abstract	This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call "pedagogical research approaches" built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10