Using participatory and visual methods to address power and identity in research with young people

2.50
Hdl Handle:
http://hdl.handle.net/10547/622331
Title:
Using participatory and visual methods to address power and identity in research with young people
Authors:
Hill, Joanne ( 0000-0001-5107-5043 )
Abstract:
Research with young people and children has developed over a number of years an argument for researching with, rather than on, younger participants (Thomson, 2008; Valentine, 1999). In qualitative research, the ways in which we carry out empirical research, the relationships that are developed between researchers and participants, the knowledge that is produced and the epistemological and theoretical foundations can be affected by how as powerful researchers we aim to observe and analyse. Where age, gender and ethnicity intersect in creating something of a “difference” between researcher and participants, these issues can need greater consideration. This paper presents some methodological background to the choices made concerning data production during a project in which a white, female, late-20s researcher with a feminist theoretical background investigated physical activity engagement by a diverse cohort of 13-14 year old students in an inner city secondary school in the Midlands, UK. By combining visual ethnography, interviews and collaborative photography, the project aimed to address concerns about student voice in research with young people on their school and sport experiences (O’Sullivan & MacPhaill, 2010). The paper considers some possibilities and challenges of using this methodology within school-based studies. Reflections from this project are offered on the ways in which participants retained power over content and meaning of their photographic contributions, and researcher relationships in the field. Visual methods are argued to offer an additional tool in tackling traditional power relations and encouraging participant investment.
Citation:
Hill J (2013) 'Using participatory and visual methods to address power and identity in research with young people', Graduate Journal of Social Science, 10 (2), pp.132-151.
Publisher:
Amsterdam University Press
Journal:
Graduate Journal of Social Science
Issue Date:
1-May-2013
URI:
http://hdl.handle.net/10547/622331
Additional Links:
http://www.gjss.org/sites/default/files/issues/chapters/papers/Journal-10-02--06-Hill.pdf
Type:
Article
Language:
en
ISSN:
1572-3763
EISSN:
1572-3763
Appears in Collections:
Sport and physical activity

Full metadata record

DC FieldValue Language
dc.contributor.authorHill, Joanneen
dc.date.accessioned2017-10-25T11:48:38Z-
dc.date.available2017-10-25T11:48:38Z-
dc.date.issued2013-05-01-
dc.identifier.citationHill J (2013) 'Using participatory and visual methods to address power and identity in research with young people', Graduate Journal of Social Science, 10 (2), pp.132-151.en
dc.identifier.issn1572-3763-
dc.identifier.urihttp://hdl.handle.net/10547/622331-
dc.description.abstractResearch with young people and children has developed over a number of years an argument for researching with, rather than on, younger participants (Thomson, 2008; Valentine, 1999). In qualitative research, the ways in which we carry out empirical research, the relationships that are developed between researchers and participants, the knowledge that is produced and the epistemological and theoretical foundations can be affected by how as powerful researchers we aim to observe and analyse. Where age, gender and ethnicity intersect in creating something of a “difference” between researcher and participants, these issues can need greater consideration. This paper presents some methodological background to the choices made concerning data production during a project in which a white, female, late-20s researcher with a feminist theoretical background investigated physical activity engagement by a diverse cohort of 13-14 year old students in an inner city secondary school in the Midlands, UK. By combining visual ethnography, interviews and collaborative photography, the project aimed to address concerns about student voice in research with young people on their school and sport experiences (O’Sullivan & MacPhaill, 2010). The paper considers some possibilities and challenges of using this methodology within school-based studies. Reflections from this project are offered on the ways in which participants retained power over content and meaning of their photographic contributions, and researcher relationships in the field. Visual methods are argued to offer an additional tool in tackling traditional power relations and encouraging participant investment.en
dc.language.isoenen
dc.publisherAmsterdam University Pressen
dc.relation.urlhttp://www.gjss.org/sites/default/files/issues/chapters/papers/Journal-10-02--06-Hill.pdfen
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.subjectparticipatory photographyen
dc.subjectyouthen
dc.subjectembodimenten
dc.subjectpoweren
dc.subjectethnographyen
dc.subjectX210 Research skillsen
dc.titleUsing participatory and visual methods to address power and identity in research with young peopleen
dc.typeArticleen
dc.identifier.eissn1572-3763-
dc.identifier.journalGraduate Journal of Social Scienceen
dc.date.updated2017-10-25T11:26:54Z-
dc.description.noteFull text looks like publishers' version, which is not permitted. As is before the April 2016 deadline am passing as metadata only RVO 25/1017-
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