Parson
Biographic Data
| ID | 71895 |
|---|---|
| NAME | Parson |
| FAMILY NAME | Parson |
| SIGNATURE | PARSON |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0002-2542-4745 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Using body mapping within a participatory methodology to enable autistic girls to share their experiences of education: Considerations for social justice, embodied awareness, and knowledge production
Body mapping is an arts-based method designed to foreground how people feel rather than what they think. Body mapping can support the surfacing of often unheard or otherwise inaccessible or suppressed experiences because meaning making is non-spoken as well as spoken. For marginalised groups, where power imbalances between the researchers and the researched may be considerable, body mapping is argued to be one way in which participants can contri…
“How do you know you’re safe at school? When I’m not there”. Perspectives of autistic young people and school staff from one secondary school about attendance struggles and who is accountable for chan…
School non-attendance became an international phenomenon post-pandemic with many schools, regardless of intake or location, experiencing increases in pupils struggling to attend. However, pre-pandemic data highlight that non-attendance of autistic students was already a significant issue and increased post-pandemic. Indeed, autistic students continue to be overrepresented in non-attendance figures and research is needed to understand more about t…
Resettlement and the Special Educational Needs and Disability Code of Practice: The influence and challenges of statutory guidance from professional perspectives for young people released from prison
This paper considers the views and experiences of local authority professionals in the policy context of the Special Educational Needs and Disability (SEND) Code of Practice (CoP) in the youth justice system in England, focusing on the resettlement transition. Resettlement is the period after a young person has been released from prison, during which time they receive support to facilitate rehabilitation from offending—including transitions back …
I Am' Digital Stories as a Praxeological Methodology for Supporting the Voices and Transitions of Autistic Children
I am' Digital Stories are short, 3-5 minute videos that are co-constructed with autistic children and families to provide a more holistic, strengths-based representation of them in support of transitions within or between schools. These Stories provide counter-narratives to the often deficit-focused accounts that accompany children through their school life and are intended to help to introduce who the child really is beyond paper-based descripti…
Developing the emotion regulation skills of autistic pupils in educational settings: A systematic literature review
Moderating the intensity and expression of our emotions is necessary for successful engagement in learning. This systematic review explored, “what are schools doing to support autistic children and young people to develop their emotion regulation skills?” Critical analyses considered the inclusiveness of interventions and whether/how autistic pupils were asked about their participation. PsycINFO, Web of Science (Core Collection) and ERIC were sea…
Using ‘I am’ Digital Stories to facilitate autistic young people to have a voice in their transition to adulthood
The voices of autistic young people are frequently excluded from transition planning and decision‐making, especially when they have more complex needs and may not use speech to communicate. The aim of this research, based at a residential special school in England, was to extend and evaluate the use of the ‘I am’ Digital Stories methodology. ‘I am’ Digital Stories are short (c.3–5 min) videos that use a strengths‐based framework to support the sh…
I am Lil: Enabling Autistic Voices in Transitions from School to Adult Life through the Co-Creation of a Digital Story
Autistic children's voices are frequently overlooked, underestimated, and undermined in research and practice such that children are denied agency and their rights as capable knowers. Our digital storytelling work aims to challenge this status quo by co-creating 'I am' Digital Stories with and for autistic children and their families. 'I am' Digital Stories are short videos (c.3-5 minutes) that provide a strengths-based representation of a child …
Knowledgeable but not specialist: Virtual School Heads’ experiences of supporting autistic children in care
Autistic children comprise a large group of young people who are looked-after by their local authority and for whom educational outcomes are amongst the poorest of all children in care. Virtual School Heads (VSHs) in England have a statutory responsibility to improve the educational outcomes of children in care following the implementation of the Children and Families Act 2014. However, very little is known about the experiences of VSHs in suppor…
‘Our Stories…’: Co-Constructing Digital Storytelling Methodologies for Supporting the Transitions of Autistic Children - Study Protocol
The voices of autistic children and their families are routinely underestimated and overlooked in research and practice. Research is challenged methodologically in accessing the views of autistic people who, by definition, are characterised by social and communication difficulties. Consequently, many voices remain unheard and experiences undocumented. This has important implications for the validity of research that is interested in improving the…
Domesticating Jefferson Davis: Family Photography and Postwar Confederate Visual Culture
Days after his release from prison in 1867, Jefferson Davis arrived in Montreal with his wife, Varina, to join their children and extended family. Soon after, the Davis clan presented themselves to William Notman, Canada’s foremost photographer. The resulting portraits deftly reframed the failed leader as a dedicated family man and sought sympathy and kinship through his children. This article examines the production and circulation of Notman’s i…
They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England
Care experienced children are at substantial risk for poor educational outcomes, so it is vital to understand where the challenges and opportunities may lie in providing improved support for them. Designated Teachers have statutory responsibilities within maintained schools in England to promote the educational achievement of care experienced children, but very little research has examined their views and experiences. Following purposive sampling…
Co-creation of Research and Design During a Coding Club With Autistic Students Using Multimodal Participatory Methods and Analysis
Participatory design aims to work with those who are often excluded from design processes so that their interests are better represented in design solutions. Autistic children are often marginalised and excluded from design processes due to concerns about how their social and communication differences may act as barriers to participation, leading to calls for design processes to be more inclusive and examined more closely to understand the value …
Digital stories for transition: Co-constructing an evidence base in the early years with autistic children, families and practitioners
Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a “praxeological framework” for research comprising praxis, power, values, and methodology. This paper provides an example of how this …
Negotiating the practicalities of informed consent in the field with children and young people: Learning from social science researchers
The real-world navigation of ethics-in-practice versus the bureaucracy of institutional ethics remains challenging. This is especially true for research with children and young people who may be considered vulnerable by the policies and procedures of ethics committees but agentic by researchers. Greater transparency is needed about how this tension is navigated in practice to provide confidence and effective strategies for social researchers, inc…
Our Actions, Our Stories: A Readers Theater
This article presents the script of Our Actions, Our Stories: A Readers Theater that was researched, written, and presented by students in a women’s and gender studies (WGS) class called “Action: Intersections and Coalitions.” Based on qualitative interviews, the script illustrates six respondents’ perspectives on their activism and explores their backgrounds and intersectional identities in relation to these. The readers theater explores how act…
The importance of collaboration for knowledge co‐construction in ‘close‐to‐practice’ research
This commentary is offered in response to the British Educational Research Association (BERA)’s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge generated within such relationships. Specifica…
Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories
Young autistic children are amongst the most scrutinised and assessed in their everyday lives, often leading to characterisations and descriptions that focus on their difficulties and challenges rather than on their abilities, strengths and positive experiences. Consequently, much discussion about autistic children tends to forget that they are children first. While research has considered the transitions of autistic children from primary to seco…
Keys to engagement: A case study exploring the participation of autistic pupils in educational decision‐making at school
BACKGROUND: The UNCRC (1989) established the importance of listening to children's views globally. In England, seeking the views of pupils with special educational needs and disability about their education, and involving them in decision-making, has been mandatory since 2015. Autistic children's views and experiences are particularly underrepresented in this context. AIMS: To provide a detailed exploratory analysis of practices that enable autis…
Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very …
Awareness within local authorities in England of autism spectrum diagnoses of looked‐after children
Educational outcomes for looked‐after children on the autism spectrum are significantly poorer than for autistic children not being looked‐after by their local authority (those ‘in care’), and poorer than for most other groups of children with special educational needs who are looked‐after in England. Such poor outcomes have led to calls for specific attention to be paid to the needs of autistic looked‐after children within the care of local auth…
Decomposing the Household Food Insecurity Gap for Children of U.S.-Born and Foreign-Born Hispanics: Evidence from 1998 to 2011
Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research …
Informed Consent with Children and Young People in Social Research: Is There Scope for Innovation
Over 20 years of research has enhanced our understanding about the methodological and ethical benefits and challenges of involving children and young people in research. Concurrently, the increasing bureaucratisation of research ethics governance within UK universities has reified expectations about the methods used to gain informed consent for research participation. This paper explores how social researchers in the UK are navigating this tensio…
TimeBanking: Towards a co-produced solution for power and money issues in inclusive research
This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an ac…
Vulnerability in custody: Perceptions and practices of police officers and criminal justice professionals in meeting the communication needs of offenders with learning disabilities and learning diffic…
Information provision and communication within the Criminal Justice System can be highly problematic for young people and adults with learning disabilities and difficulties. Paper-based communication is common, and is mandated for the provision of rights and entitlements in custody, but such communication can be poorly understood, potentially leading to miscarriages of justice. This article uses the piloting of a more accessible version of the ri…
Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very …
The home‐education of children with special needs or disabilities in the UK: Views of parents from an online survey
The home‐education of children is one ‘choice’ of provision that is often overlooked or unreported in the debate on inclusive education for children with disabilities or special educational needs. This study aimed to access the views of these hard‐to‐reach home‐educating families through an online survey. Twenty‐seven parents, with at least one child with special educational needs or disabilities/being educated at home, responded, and over two‐th…
The potential of virtual reality in social skills training for people with autistic spectrum disorders
Background People with autism experience profound and pervasive difficulties in the social domain. Attempts to teach social behaviours tend to adopt either a behavioural or a 'theory of mind' (ToM) approach. The beneficial aspects and limitations of both paradigms are summarized before an examination of how virtual reality technology may offer a way to combine the strengths from both approaches. Methods This is not an exhaustive review of the lit…
Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories
Young autistic children are amongst the most scrutinised and assessed in their everyday lives, often leading to characterisations and descriptions that focus on their difficulties and challenges rather than on their abilities, strengths and positive experiences. Consequently, much discussion about autistic children tends to forget that they are children first. While research has considered the transitions of autistic children from primary to seco…
High risk yet invisible: Conflicting narratives on social research involving children and young people, and the role of research ethics committees
Universities have a special status in society because of the position they hold within their communities and their responsibilities for civic leadership. Consequently, there are increasing calls on universities to make their processes, teaching and finances more transparent to the general public in order to promote greater accountability. Guidance from the Association for Research Ethics Committees includes openness as one of the key principles f…
The Philosophical Roots of Modern Austrian Economics: Past Problems and Future Prospects
Research Article| June 01 1990 The Philosophical Roots of Modern Austrian Economics: Past Problems and Future Prospects S. Parsons S. Parsons 1 Search for other works by this author on: This Site Google History of Political Economy (1990) 22 (2): 295–319. https://doi.org/10.1215/00182702-22-2-295 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation S. Parsons; The Philosophical Roots of Modern Austrian …
The importance of collaboration for knowledge co‐construction in ‘close‐to‐practice’ research
This commentary is offered in response to the British Educational Research Association (BERA)’s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge generated within such relationships. Specifica…
Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research …
TimeBanking: Towards a co-produced solution for power and money issues in inclusive research
This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an ac…
Vulnerability in custody: Perceptions and practices of police officers and criminal justice professionals in meeting the communication needs of offenders with learning disabilities and learning diffic…
Information provision and communication within the Criminal Justice System can be highly problematic for young people and adults with learning disabilities and difficulties. Paper-based communication is common, and is mandated for the provision of rights and entitlements in custody, but such communication can be poorly understood, potentially leading to miscarriages of justice. This article uses the piloting of a more accessible version of the ri…
Whose Wishes and Feelings? Children's Autonomy and Parental Influence in Family Court Enquiries
The importance of the child’s right to be heard and for their wishes and feelings to be taken notice of is now accepted across a broad professional and research terrain. Increasingly, children are being treated as active participants in the processes and decisions that affect them. In cases of divorce and separation, especially where parental relationships are conflicted, the accepted wisdom in the UK for many years has been for children to be pr…
Michael Crowder, 1934–88
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
I am Lil: Enabling Autistic Voices in Transitions from School to Adult Life through the Co-Creation of a Digital Story
Autistic children's voices are frequently overlooked, underestimated, and undermined in research and practice such that children are denied agency and their rights as capable knowers. Our digital storytelling work aims to challenge this status quo by co-creating 'I am' Digital Stories with and for autistic children and their families. 'I am' Digital Stories are short videos (c.3-5 minutes) that provide a strengths-based representation of a child …
The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research
How children and young people understand and exercise their autonomy, engagement and decision-making is fundamental to learning how to become active and engaged citizens, and to be socially included. Digital technologies are increasingly an integral part of children’s everyday lives and, therefore, valuable tools for supporting social inclusion. This paper discusses how digital technologies might positively support autonomy, engagement and decisi…
Why are we an ignored group?’ Mainstream educational experiences and current life satisfaction of adults on the autism spectrum from an online survey
Adults on the autism spectrum are significantly under-represented in research on educational interventions and support, such that little is known about their views and experiences of schooling and how this prepared them for adult life. In addition, ‘good outcomes’ in adult life are often judged according to normative assumptions and tend not to include the views of adults on the autism spectrum directly. This study reports the findings from an on…
Beyond Assessment: Social Work Intervention in Family Court Enquiries
Most parents or carers who separate or divorce are able to make arrangements themselves about where their children will reside and how the children’s contact with the non-resident parent will be managed. A further group of parents or carers are able to come to agreement with the assistance of community- or court-based dispute resolution/ mediation services. There are times, however, when disputes cannot be resolved without recourse to the courts …
Establishing Children's Wishes and Feelings for Family Court Reports: The significance attached to the age of the child
Current UK government policy is to promote mediation as a way of avoiding family court proceedings and there is a risk, therefore, that welfare report-writing practice may receive less critical attention than it merits. A largely unstudied aspect of this practice is the significance given by practitioners to the child's age. More widely, across a broad academic and policy canvas, preoccupying concerns with children's rights, their ability to part…
Michael Crowder, 1934–88
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
The Philosophical Roots of Modern Austrian Economics: Past Problems and Future Prospects
Research Article| June 01 1990 The Philosophical Roots of Modern Austrian Economics: Past Problems and Future Prospects S. Parsons S. Parsons 1 Search for other works by this author on: This Site Google History of Political Economy (1990) 22 (2): 295–319. https://doi.org/10.1215/00182702-22-2-295 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation S. Parsons; The Philosophical Roots of Modern Austrian …
The potential of virtual reality in social skills training for people with autistic spectrum disorders
Background People with autism experience profound and pervasive difficulties in the social domain. Attempts to teach social behaviours tend to adopt either a behavioural or a 'theory of mind' (ToM) approach. The beneficial aspects and limitations of both paradigms are summarized before an examination of how virtual reality technology may offer a way to combine the strengths from both approaches. Methods This is not an exhaustive review of the lit…
Whose Wishes and Feelings? Children's Autonomy and Parental Influence in Family Court Enquiries
The importance of the child’s right to be heard and for their wishes and feelings to be taken notice of is now accepted across a broad professional and research terrain. Increasingly, children are being treated as active participants in the processes and decisions that affect them. In cases of divorce and separation, especially where parental relationships are conflicted, the accepted wisdom in the UK for many years has been for children to be pr…
Beyond Assessment: Social Work Intervention in Family Court Enquiries
Most parents or carers who separate or divorce are able to make arrangements themselves about where their children will reside and how the children’s contact with the non-resident parent will be managed. A further group of parents or carers are able to come to agreement with the assistance of community- or court-based dispute resolution/ mediation services. There are times, however, when disputes cannot be resolved without recourse to the courts …
Establishing Children's Wishes and Feelings for Family Court Reports: The significance attached to the age of the child
Current UK government policy is to promote mediation as a way of avoiding family court proceedings and there is a risk, therefore, that welfare report-writing practice may receive less critical attention than it merits. A largely unstudied aspect of this practice is the significance given by practitioners to the child's age. More widely, across a broad academic and policy canvas, preoccupying concerns with children's rights, their ability to part…
The home‐education of children with special needs or disabilities in the UK: Views of parents from an online survey
The home‐education of children is one ‘choice’ of provision that is often overlooked or unreported in the debate on inclusive education for children with disabilities or special educational needs. This study aimed to access the views of these hard‐to‐reach home‐educating families through an online survey. Twenty‐seven parents, with at least one child with special educational needs or disabilities/being educated at home, responded, and over two‐th…
Overcoming exclusion: Social justice through education
This is a collection of Peter Mittler’s writings for Routledge’s World Library of Educationalists series, which collates seminal texts from prominent authors in one volume. The book comprises 19 se
Why are we an ignored group?’ Mainstream educational experiences and current life satisfaction of adults on the autism spectrum from an online survey
Adults on the autism spectrum are significantly under-represented in research on educational interventions and support, such that little is known about their views and experiences of schooling and how this prepared them for adult life. In addition, ‘good outcomes’ in adult life are often judged according to normative assumptions and tend not to include the views of adults on the autism spectrum directly. This study reports the findings from an on…
The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research
How children and young people understand and exercise their autonomy, engagement and decision-making is fundamental to learning how to become active and engaged citizens, and to be socially included. Digital technologies are increasingly an integral part of children’s everyday lives and, therefore, valuable tools for supporting social inclusion. This paper discusses how digital technologies might positively support autonomy, engagement and decisi…
High risk yet invisible: Conflicting narratives on social research involving children and young people, and the role of research ethics committees
Universities have a special status in society because of the position they hold within their communities and their responsibilities for civic leadership. Consequently, there are increasing calls on universities to make their processes, teaching and finances more transparent to the general public in order to promote greater accountability. Guidance from the Association for Research Ethics Committees includes openness as one of the key principles f…
Informed Consent with Children and Young People in Social Research: Is There Scope for Innovation
Over 20 years of research has enhanced our understanding about the methodological and ethical benefits and challenges of involving children and young people in research. Concurrently, the increasing bureaucratisation of research ethics governance within UK universities has reified expectations about the methods used to gain informed consent for research participation. This paper explores how social researchers in the UK are navigating this tensio…
TimeBanking: Towards a co-produced solution for power and money issues in inclusive research
This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an ac…
Vulnerability in custody: Perceptions and practices of police officers and criminal justice professionals in meeting the communication needs of offenders with learning disabilities and learning diffic…
Information provision and communication within the Criminal Justice System can be highly problematic for young people and adults with learning disabilities and difficulties. Paper-based communication is common, and is mandated for the provision of rights and entitlements in custody, but such communication can be poorly understood, potentially leading to miscarriages of justice. This article uses the piloting of a more accessible version of the ri…
Decomposing the Household Food Insecurity Gap for Children of U.S.-Born and Foreign-Born Hispanics: Evidence from 1998 to 2011
Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research …
Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very …
Awareness within local authorities in England of autism spectrum diagnoses of looked‐after children
Educational outcomes for looked‐after children on the autism spectrum are significantly poorer than for autistic children not being looked‐after by their local authority (those ‘in care’), and poorer than for most other groups of children with special educational needs who are looked‐after in England. Such poor outcomes have led to calls for specific attention to be paid to the needs of autistic looked‐after children within the care of local auth…
Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories
Young autistic children are amongst the most scrutinised and assessed in their everyday lives, often leading to characterisations and descriptions that focus on their difficulties and challenges rather than on their abilities, strengths and positive experiences. Consequently, much discussion about autistic children tends to forget that they are children first. While research has considered the transitions of autistic children from primary to seco…
Keys to engagement: A case study exploring the participation of autistic pupils in educational decision‐making at school
BACKGROUND: The UNCRC (1989) established the importance of listening to children's views globally. In England, seeking the views of pupils with special educational needs and disability about their education, and involving them in decision-making, has been mandatory since 2015. Autistic children's views and experiences are particularly underrepresented in this context. AIMS: To provide a detailed exploratory analysis of practices that enable autis…
Negotiating the practicalities of informed consent in the field with children and young people: Learning from social science researchers
The real-world navigation of ethics-in-practice versus the bureaucracy of institutional ethics remains challenging. This is especially true for research with children and young people who may be considered vulnerable by the policies and procedures of ethics committees but agentic by researchers. Greater transparency is needed about how this tension is navigated in practice to provide confidence and effective strategies for social researchers, inc…
Our Actions, Our Stories: A Readers Theater
This article presents the script of Our Actions, Our Stories: A Readers Theater that was researched, written, and presented by students in a women’s and gender studies (WGS) class called “Action: Intersections and Coalitions.” Based on qualitative interviews, the script illustrates six respondents’ perspectives on their activism and explores their backgrounds and intersectional identities in relation to these. The readers theater explores how act…
The importance of collaboration for knowledge co‐construction in ‘close‐to‐practice’ research
This commentary is offered in response to the British Educational Research Association (BERA)’s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge generated within such relationships. Specifica…
Co-creation of Research and Design During a Coding Club With Autistic Students Using Multimodal Participatory Methods and Analysis
Participatory design aims to work with those who are often excluded from design processes so that their interests are better represented in design solutions. Autistic children are often marginalised and excluded from design processes due to concerns about how their social and communication differences may act as barriers to participation, leading to calls for design processes to be more inclusive and examined more closely to understand the value …
Digital stories for transition: Co-constructing an evidence base in the early years with autistic children, families and practitioners
Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a “praxeological framework” for research comprising praxis, power, values, and methodology. This paper provides an example of how this …
Psychology (25 works) · Sociology (25 works) · Political science (23 works) · Pedagogy (14 works) · Autism Spectrum Disorder Research (13 works) · Children's Rights and Participation (12 works) · Law (12 works) · Social science (12 works) · Developmental psychology (11 works) · Medicine (10 works)