Draft paper - please do not cite or quote without permission The (im-)possibility of using participatory methods to access and represent young children's views Heloise Maconochie - PhD Student Centre for Education and Inclusion Research, Sheffield Hallam University [email protected]Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 3-6 September 2008 Key Words: participatory methods, young children, competence, children's views, representation, reflexivity. Abstract: Research which seeks to gain an understanding of the views of children under the age of five is still relatively uncommon. This may be due in part to the assumption that issues of access and representation are more problematic in research with young children than with older children or adults because young children often do not rely on verbal or written forms of communication. One response to this methodological problem has been the development of ethnographic and participatory methods that recognise children’s multi-modal communicative practices. This paper critically examines a number of these methods but does so within a wider debate that addresses notions of competence, children's 'views', representation and reflexivity. During the course of the discussion I make the following propositions. Firstly, whilst I recognise the difficulty of accessing and representing young children’s views, I argue that we should question the assumption that research with young children is intrinsically more problematic than any other research which seeks 1
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Draft paper - please do not cite or quote without permission
The (im-)possibility of using participatory methods to access and represent young children's views
Heloise Maconochie - PhD StudentCentre for Education and Inclusion Research, Sheffield Hallam University
Consequently researchers who seek to access children's views need to avoid
abstracting children from their everyday environments, should develop methods
that reflect children's competencies and preferred ways of communicating, and
should acknowledge the limits of their project.
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Groundwater-Smith and Downes (1999) argue that children's voices are
mediated through our research methodologies. Methods are fundamentally
embedded within ontological and epistemological frameworks (Mauthner and
Doucet, 2003) and therefore children's views are always filtered through the
research design and the interpretative mechanisms employed (Groundwater-
Smith and Downs, 1999). Whether we take a participatory approach or not, the
methods of data collection and analysis we choose have the potential to
silence, patronize or misrepresent children. Participatory methods may offer the
possibility of eliciting young children's situated and diverse perspectives
however it is impossible to treat participatory methods as if they are atheoretical
and capable of being used impartially. Nevertheless a participatory approach is
aspirational in its attempt to access children's views through a methodological
process that assumes co-construction, interdependency and methodological
equality between adults and children. This is only possible when researchers
refuse to gloss over the considerable complexities in finding ways of accessing
children's views and acknowledge that there is only so much we can know
about the Other.
The (Im-)possibility of Representing Views
Another issue, central to the question of children's views, is the problem of
representation. Is it possible to interpret the words and communicative
behaviours of young children as an accurate representation of their meanings?
Lincoln and Denzin (2000) describe this problem as a "crisis of representation",
arguing that there can never be a final accurate representation of what is meant
or said because researchers do not have direct experience to another's
experience. Consequently we can only ever produce different textual
representations of different views and experiences. They pose the questions:
Who is the Other? Can we ever hope to speak authentically of the
experience of the Other, or an Other? And if not, how do we create a
social science that includes the Other? (2000: 1050)
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Of course, these questions apply not just to research with young children, but
across qualitative research as a whole. Issues of representation may be more
obvious in research with babies or young children, but they may not be
inherently more problematic than any other research which seeks to include the
voice of the Other. This is not to suggest that representation of children's views
is unproblematic. Even when we directly report children's words we cannot
claim to accurately represent their voices because the process of representation
always involves selection and interpretation (Clifford, 1988). One solution to this
problem is that we should give up positivist ideals of textual and researcher
authority and instead become reflexively aware of the limited portraits we are
crafting in our research presentations. There should be an emphasis on
reflexivity and 'making ourselves visible in our texts' (Lincoln and Denzin, 2000:
1053).
Reflexive Representations
Reflexivity reminds us that meanings are made not found in social situations
(Mauthner et al., 1998) and that the adult researcher, child participants,
research methods and data are interdependent and interconnected (Mauthner
and Doucet, 2003). Whilst it may be possible to access children's views (albeit
impartially) using methods that listen to children's different voices and body
languages it is impossible to claim that our representations of children's
perspectives present the whole and only truth. Rather, our methods and
representations are socially constructed and require methodologies that reflect
the multiple, shifting and situated nature of children's views and experiences.
Warming (2005) argues that we should replace an illusionary ambition of
representation with endeavours of 'reflexive re-presentations' that acknowledge
the perspectival and constructed character of the presented and that seek to
uncover our position within the research account. She appeals to Richardson's
(1994; 2000) metaphor of the crystal as multi-faceted, complex, partial and
changing to suggest that our re-presentations of children's own presentations
such as their narratives, drawings and photographs, could present different, not
necessarily congruent, perspectives on the same subject.
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Ruddock et al. argue, ‘however much we convince ourselves that we are
presenting children's authentic voice, we are likely to be refracting their
meanings through the lens of our own interests and concerns’ (1996: 177).
What children say depends on what they are asked, how they are asked it, who
is invited to participate, and then, in turn, on the values and assumptions of the
researcher or audience interpreting their ‘voices’ (Connolly, 1997).
Consequently, the research accounts we construct need to be reflexively aware
of the inter-subjectivity between the researcher, participants and institutions in
the research process (Pink, 2001). They should also reflect the ambiguity of the
child’s voice (Komulainen, 2007) and be moderate in their claims to represent
young children’s perspectives (Cook and Hess, 2007).
Conclusion
This paper has discussed the possibility of accessing and representing the
views of children under the age of five. It has briefly examined the contested
notions of children's 'competence' and what we might mean by children's
'views'. It has questioned an essentialist understanding of these concepts as the
inherent property of individuals, and instead has argued that children's views
might be accessed through a process of interdependent meaning making. It has
also challenged the assumption that research with young children is any more
problematic than research with older children or adults as all research which
seeks to access the views of others is subject to the pitfalls of representation.
Issues of representation go hand-in-hand with issues of responsibility and
value. Accessing and representing the views of children involves welcoming the
Other, being respectful of difference and not seeking to grasp the Other. Other
responsibilities involve: including the Other in our wider research processes, for
example through participatory methodologies; accepting meaning-making rather
than truth-finding; and a commitment to continual reflexivity.
The paper has also discussed the potential and limitations of participatory
methods to access children's views. It has critically examined several methods
of participatory research and analysis with children under the age of five and
20
Draft paper - please do not cite or quote without permission
suggested that a combination of methods that reflect children's multi-modal
communicative practices offer the possibility of accessing children's diverse
views and 'languages'. However, whilst these methods aim to offer children
greater participation in the production and interpretation of data than traditional
research methods, they can only ever provide inferential, partial and partisan
reflections of children’s perspectives. Participatory research offers the possibility
of revealing subjugated forms of knowledge and accessing silenced voices, and
yet it can never directly capture children's perspectives or lived experiences.
Therefore, it is impossible for the researcher to adequately represent children's
views and experiences as they are inevitably filtered through the author's
interpretation and research account. Such a realisation demands that the
researcher reject the idea of an essential, authentic representation of children's
views in favour of multi-faceted, reflexive re-presentations of what is important
and meaningful in young children's lives.
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