The philosophy of critical realism and childhood studies

Critical realism is a philosophy of social science that analyses and aims to remedy current problems and gaps. Basic tenets of positivist and quantitative research tend to contradict those of qualitative and interpretive research, and critical realism proposes ways to resolve the contradictions. Vital themes in childhood research that are reviewed in this article include a comparison with feminist research, critical realism, being and thought, transitive and intransitive, theory/practice consistency, agency and structure, closed and open systems, micro and macro in the global/local nexus, four planar social being, facts and values, and transformative change through the four-stage MELD dialectic. Critical realism aims to understand the world in order to be able move from coercion towards creative liberating power

Child-Led Research, Children’s Rights and Childhood Studies: a Defence

Recent articles by Kim and Hammersley have critiqued, respectively: the methodological and normative assumptions that underlie research ‘by’ children; claims made about the implications of children’s rights for the ethics of research with children; and more broadly, some of the central commitments of Childhood Studies. This paper offers a response to these critiques, seeking to distinguish between those that clearly should be accepted, those that appear to be based on a misreading of the claims being made by scholars and researchers, and those that represent serious challenges to defend, redefine or rethink our aims, claims or practices

Children’s agency in the modern primary classroom

This paper examines where and how children achieve agency in the primary classroom, drawing on a multimodal ethnography of the Year One classroom. It utilises a relational conceptualisation of agency, where children act purposively to achieve outcomes of educational relevance. It demonstrates that children achieve agency performing ‘good’ and ‘clever’ child subject positions, helping to make classroom life more liveable, although this form of agency is limited when dealing with unexpected challenges. Children also deviate, finding moments to pursue desires and ways of knowing not provided for within the classroom, insinuating a political critique of the current education system

Children’s rights online: challenges, dilemmas and emerging directions

In debates over internet governance, the interests of children figure unevenly, and only partial progress has been made in supporting children’s rights online globally. This chapter examines how the UN Convention on the Rights of the Child is helpful in mapping children’s rights to provision, protection and participation as they apply online as well as offline. However, challenges remain. First, opportunities and risks are positively linked, policy approaches are needed to resolve the potential conflict between protection on the one hand, and provision and participation on the other. Second, while parents may be relied on to some degree to balance their child’s rights and needs, the evidence suggests that a minority of parents are ill-equipped to manage this. Third, resolution is needed regarding the responsibility for implementing digital rights, since many governments prefer self-regulation in relation to internet governance. The chapter concludes by calling for a global governance body charged with ensuring the delivery of children’s rights

Child Studies Multiple - Collaborative play for thinking through theories and methods

This is the final version. Available on open access from Linköpings University Electronic Press via the DOI in this recordThis text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, “un-closure” , and uncertainty in order to investigate the (e)motions and complexities of being either a child or a researcher. The theoretical and methodological processes presented here offer an opportunity to shake the ground on which individual researchers stand by raising questions about scientific inspiration, theoretical and methodological productivity, and thinking through focusing on process, play, and collaboration. The effect of this is a questioning of the singular academic ‘I’ by exploring and showing what a plural ‘I’ can look like. It is about what the multiplicity of voice can offer research in a highly individualistic time. The article allows the reader to follow and watch the unconventional trial-and-error path of the ongoing-ness of exploring theories and methods together as a research community via methods of drama, palimpsest, and fictionary

A sensory sociology of the future: Affect, hope and inventive methodologies

The starting point for this article is that the future is difficult to research because of its intangibility. Drawing on recent work in visual and sensory sociology, affect, and time and futurity, I propose that sensory methodologies provide some ways of grasping, understanding, attuning and relating to the future. To develop this argument, I pay close attention to the Children of Unquiet (2013-14) project by artist Mikhail Karikis, and especially the film of the same name. This project involved Karikis working with local children to probe the possible futures of a site that was invested with hope and progress in the twentieth century, but has since been depopulated. In turning to an art project to consider the developments of a sensory sociology of the future, my intention is to examine the resonances between the project and some of the concerns of a sensory sociology of the future. In particular, I discuss the participation of children, and a conceptualization of hope as potentiality, open, affective and in the present. In conclusion, I explicate how the article seeks to contribute to a sensory sociology of the future, not by providing a blueprint for further work but rather by offering some indicative points and coordinates for this emerging field of research, including its involvement in creating conditions through which possible futures might be provoked or invented

Spontaneous singing and musical agency in the everyday home lives of three- and four-year-old children

Spontaneous singing permeates the lives of young children and can provide insights into the social and personal worlds of young children at home. Research into young children’s singing has traditionally been dominated by studies framed by developmental perspectives. However, developmental approaches run the risk of overlooking the ways in which spontaneous singing is useful and meaningful to young children. Despite increased interest in the musical lives of young children, there exists very little research into young children’s musical lives at home, largely because the home can be a difficult space to access for research purposes. This chapter is based on research undertaken from audio recordings of 15 3- and 4-year-old children who were recorded for continuous periods at home using all-day recording technology. I draw on ideas from music sociology and childhood studies to illustrate how children use singing as a tool of agency in their interactions with others and to manage their own experience

Doing ethnographic method with babies - Participation and perspective approached from the floor

This article focuses on the insights we can gain about childrens participation and childrens perspectives by exploring babies engagements with the researcher and research technology during ethnographic fieldwork in babies homes. The article argues that attending to what is unplanned, troubling and messy offers opportunities for reflection on how participation and perspectives is done with babies in specific embodied and material research encounters. The article further argues for a cautious curiousness towards bringing in the notions of babies participation and babies perspectives into the discussion on childrens participation and childrens perspectives