'It's Never Okay to Say No to Teachers': Children's Research Consent and Dissent in Conforming Schools Contexts

Autor/in	Kirby, Perpetua
Titel	'It's Never Okay to Say No to Teachers': Children's Research Consent and Dissent in Conforming Schools Contexts
Quelle	In: British Educational Research Journal, 46 (2020) 4, S.811-828 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirby, Perpetua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3638
Schlagwörter	Educational Research; Elementary School Students; Competence; Individual Power; Social Behavior; Dissent; Compliance (Psychology); Ethics; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Kompetenz; Eigeninitiative; Social behaviour; Soziales Verhalten; Dissens; Ethik; Ausland
Abstract	This article examines the limits to children giving research consent in everyday school contexts that emphasises their conformity to comply with adult expectations, and highlights children's competence and agency in navigating this conformity through different practices of dissent. It draws on research into children's agency, using a multimodal ethnography of Year 1 classrooms in two English primary schools. The article includes a reflexive methodological focus, exploring the extent to which I counter the schools' emphasis on conformity. This includes creating visuals for children to practice consent; positioning myself as the researcher in a non-teacher role, as 'least adult' and the one who 'least knows'; and designing interview spaces markedly different from classrooms. The article examines how children navigate conforming discourses by finding different ways to dissent in the research. Firstly, children demonstrate a sophisticated awareness of the cultural norms of indicating refusals beyond saying the word 'No'. Secondly, children achieve unnoticeability, by which they absent themselves from the 'on-task' classroom culture, and by extension the research process. Thirdly, they engage in playful dissent, demonstrating their political knowingness of the classroom social order. The article discusses the implications for educational research when the values of consent are in conflict with a schooling focused on conformity. This includes emphasising the limits of consent procedures, paying closer attention to how researchers recognise and respond ethically to children's multiple practices of dissent, and using research to disrupt problematic power structures in education settings that limit possibilities for children's consent. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01