Research with Children: Perspectives and Practices

By P. Christensen, A. James. 2000

1,271 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/74faf56b7ef074c3e566606c049afea2d15960e0

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In Education

In Sociology and Political Science

Citations in the corpus

Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers (2020, background): “Completing the survey away from school may have contributed to pupils and teachers feeling freer to express their views (Qvortrup, 2017).”
Giftedness in early childhood: The search for complexity and connection (2004, background): “Dahlberg, Moss, and Pence (1999), Cannella (1997), and Christenson and James (2000) identified the need to move away from research methodologies that objectify the child and call for research that shows greater sensitivity to the child's perspective.”
‘You Need to Know How to Play Safe’: Children's Experiences of Starting School (2005, methodology): “In our research, as in that reported by others (e.g. Corsaro & Molinari, 2000), ‘children appear not only as respondents but also as actively interpreting and shaping the research process’ (Christensen & James, 2000, p. 5).”
‘What about my voice’: emancipating the voices of children with disabilities through participant-centred methods (2017, background): “The domains of these power differentials include relationships between children and researcher(s) (Christensen and James 2008; Graue and Walsh 1998; Jones 2008), children and adults (Holt 2004; Jones 2008), children and siblings (Punch 2007), and children with a disability and their families…”
Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children (2011, background): “This has been part of a wider re-evaluation of research with children and young people (Lewis et al. 2004; Christensen and James 2008).”
Ethical Mindfulness and Reflexivity (2011, neutral): “Recent collections on research methods with children provide ample evidence of this (Alderson, 1995; Christensen & James, 2000; Greene & Hogan, 2005; Lewis, Kellett, Robinson, Fraser, & Ding, 2004; Lewis & Lindsay, 1999; Nutbrown, 2002; Tisdall, Davis, & Galagher, 2009).”
Documenting ‘possibility thinking’: a journey of collaborative enquiry (2006, neutral): “We considered alternative approaches drawn from our previous work with researcher practitioners and drew on others whose research dilemmas in this domain have been carefully documented (Graue & Walsh, 1998; Christensen & James, 2000).”