Difference between revisions of "Lomax-etal2011"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Helen Lomax ; Janet Fink ; Namita Singh; Christopher High; | + | |Author(s)=Helen Lomax; Janet Fink; Namita Singh; Christopher High; |
|Title=The politics of performance: methodological challenges of researching children’s experiences of childhood through the lens of participatory video | |Title=The politics of performance: methodological challenges of researching children’s experiences of childhood through the lens of participatory video | ||
|Tag(s)=EMCA; childhoods; identities; participatory video methodology; conversation analysis; film making; | |Tag(s)=EMCA; childhoods; identities; participatory video methodology; conversation analysis; film making; | ||
| Line 10: | Line 10: | ||
|Number=3 | |Number=3 | ||
|Pages=231–243 | |Pages=231–243 | ||
| + | |URL=https://www.tandfonline.com/doi/abs/10.1080/13645579.2011.563622 | ||
|DOI=10.1080/13645579.2011.563622 | |DOI=10.1080/13645579.2011.563622 | ||
| − | |Abstract=This paper examines the value of participatory video (PV) for exploring | + | |Abstract=This paper examines the value of participatory video (PV) for exploring childhood and children’s experiences within the context of a larger research project which sought to examine the everyday lives of residents in a neighbourhood identified as ‘disadvantaged’. Participatory methods are often premised on ameliorating the gap between the concepts and models of researchers and those of individuals and communities. However, within PV, there has been much less focus on the process of participation and its implications for research outcomes. This paper addresses this gap in order to explore how the children, researchers and residents co‐produced a visual narrative about life in the neighbourhood, and in particular, how a methodological focus on PV as process makes visible its potential to offer valuable insights not only into children’s social connectivities, relationships and friendships but also into the theorising of children’s identities and childhoods. |
| − | childhood and children’s experiences within the context of a larger research | ||
| − | project which sought to examine the everyday lives of residents in a | ||
| − | neighbourhood identified as ‘disadvantaged’. Participatory methods are often | ||
| − | premised on ameliorating the gap between the concepts and models of researchers | ||
| − | and those of individuals and communities. However, within PV, there has been | ||
| − | much less focus on the process of participation and its implications for research | ||
| − | outcomes. This paper addresses this gap in order to explore how the children, | ||
| − | researchers and residents | ||
| − | neighbourhood, and in particular, how a methodological focus on PV as process | ||
| − | makes visible its potential to offer valuable insights not only into children’s social | ||
| − | connectivities, relationships and friendships but also into the theorising of | ||
| − | children’s identities and childhoods. | ||
}} | }} | ||
Latest revision as of 11:23, 28 November 2019
| Lomax-etal2011 | |
|---|---|
| BibType | ARTICLE |
| Key | Lomax-etal2011 |
| Author(s) | Helen Lomax, Janet Fink, Namita Singh, Christopher High |
| Title | The politics of performance: methodological challenges of researching children’s experiences of childhood through the lens of participatory video |
| Editor(s) | |
| Tag(s) | EMCA, childhoods, identities, participatory video methodology, conversation analysis, film making |
| Publisher | |
| Year | 2011 |
| Language | |
| City | |
| Month | |
| Journal | International Journal of Social Research Methodology |
| Volume | 14 |
| Number | 3 |
| Pages | 231–243 |
| URL | Link |
| DOI | 10.1080/13645579.2011.563622 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper examines the value of participatory video (PV) for exploring childhood and children’s experiences within the context of a larger research project which sought to examine the everyday lives of residents in a neighbourhood identified as ‘disadvantaged’. Participatory methods are often premised on ameliorating the gap between the concepts and models of researchers and those of individuals and communities. However, within PV, there has been much less focus on the process of participation and its implications for research outcomes. This paper addresses this gap in order to explore how the children, researchers and residents co‐produced a visual narrative about life in the neighbourhood, and in particular, how a methodological focus on PV as process makes visible its potential to offer valuable insights not only into children’s social connectivities, relationships and friendships but also into the theorising of children’s identities and childhoods.
Notes
