Because 'grown-ups don’t always get it right': allyship with children in research – from research question to authorship

TY - JOUR

T1 - Because 'grown-ups don’t always get it right': allyship with children in research – from research question to authorship

AU - Maynard, Emma

AU - Barton, Sarah

AU - Rivett, Kayliegh

AU - Maynard, Oscar

AU - Davies, William

PY - 2020/7

Y1 - 2020/7

N2 - This study engaged children as research allies throughout the research process from developing research questions to authorship. Our approach recognises children’s right to participation under the United Nations Convention on the Rights of the Child (1989) by developing a form of inquiry that invited children’s critique of adult knowledge and authority. The project was fully co-constructed with children, with adults who guided them through planning, analysis and authorship. We discuss our reflections on the children’s lived experience of Allyship itself, with the issues raised by children in focus groups and interviews illuminating this methodological approach. We conclude that children see and accept adult failings and seek to contribute to social worlds, and that these priorities have been enacted in their lived experience of this project. Our approach provides a platform for further endeavours in Allyship with children in the fields of qualitative psychology and childhood studies.

AB - This study engaged children as research allies throughout the research process from developing research questions to authorship. Our approach recognises children’s right to participation under the United Nations Convention on the Rights of the Child (1989) by developing a form of inquiry that invited children’s critique of adult knowledge and authority. The project was fully co-constructed with children, with adults who guided them through planning, analysis and authorship. We discuss our reflections on the children’s lived experience of Allyship itself, with the issues raised by children in focus groups and interviews illuminating this methodological approach. We conclude that children see and accept adult failings and seek to contribute to social worlds, and that these priorities have been enacted in their lived experience of this project. Our approach provides a platform for further endeavours in Allyship with children in the fields of qualitative psychology and childhood studies.

U2 - https://doi.org/10.1080/14780887.2020.1794086

DO - https://doi.org/10.1080/14780887.2020.1794086

M3 - Article

SN - 1478-0887

JO - Qualitative Research in Psychology

JF - Qualitative Research in Psychology

ER -