Research with Indigenous Children and Young People in Schools

Ethical and Methodological Considerations

Dados Bibliográficos

ID13005352
AutoresKatie Wilson (0000-0001-8705-1027, Southern Cross University, autor correspondente), Judith Wilks (0000-0002-4725-8741, Southern Cross University)
Ano2013
Volume3
Fascículo2
Páginas142-152
Data de publicação2013-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoGlobal Studies of Childhood (JOURNAL)
Identificadores do periódicoISSN: 2043-6106 • E-ISSN: 2043-6106
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.2304/gsch.2013.3.2.142
OpenAlexW1971008986
IdiomaEN
Citações recebidas4
Referências citadas28

The involvement of young Indigenous people in research is a key emphasis in current approaches to both sociology of childhood and Indigenous research. This article discusses how the two research methodologies, both of which emphasise participation rights, intersect in research focusing on the participation and perspectives of Indigenous children and young people in education. The article examines ethical requirements of Indigenous and childhood research and institutional ethics procedures, along with methodological considerations, potential constraints and opportunities in undertaking research that aims to facilitate children and young people's participation. Drawing on empirical data it discusses how these processes have shaped participative research studying the views of Aboriginal and Torres Strait Islander students learning Indigenous knowledge and perspectives in New South Wales schools

Developmental psychology · Early childhood · Early childhood education · Empirical research · Engineering ethics · Epistemology · Indigenous · Pedagogy · Political science · Public relations · Research ethics · Social science · Sociology · Traditional knowledge · Children's Rights and Participation · Early Childhood Education and Development · Poverty, Education, and Child Welfare · Psychology