1,721,104 research outputs found
Rethinking Visual Arts-Based Methods of Knowledge Generation and Exchange in and beyond the Pandemic
Full text linkThis inaugural special issue of ‘Beyond the Text’ brings together a collection of visual arts (animation, creative and fine art, film, photographs, and zines) produced by children, young people, families, artists, and academics as part of co-created research during the 2020–2021 coronavirus pandemic. Our aim, in making these pieces available in this new publication format, is to illustrate the potential of visual arts as a form of co-creation and knowledge exchange which can transcend the challenges of researching ‘at a distance’, enable participants and co-researchers to share their stories, and support different ways of knowing for academic, policy, and public audiences. This is not to suggest that such methods offer transparent windows into participants’ worlds. As the reflections from the contributing authors consider, visual arts outputs leave room for audience interpretations, making them vulnerable to alternative readings, generating challenges and opportunities about how much it is possible to know about another and what is ethical to share. It is to these issues of ethics, representation, and voice that this special issue attends, reflecting on the possibilities of arts-based approaches for knowledge generation and exchange in and beyond the coronavirus pandemic.</p
Introduction
No full textMoving forward thinking and practice in relation to children and young people’s participation and engagement has never been more urgent. This means going beyond simply seeking to involve children and young people in existing structures and processes to realise visions of new democratic alternatives. Faced with barriers and mistrust of mainstream political processes, many young people around the world are seeing new spaces for democracy in local and trans-local communities, nationally, globally and digitally, to speak out, organise and exercise their voice and democratic rights. Irrespective of boundaries and scale, there is a clear groundswell in young people turning away from established democratic structures and processes and engaging in new forms of child and youth-led participation initiatives rooted in everyday struggles and a deeper moral commitment in remaking democracy
Politics, participation and the pandemic:Reflections on new democratic engagement and participatory inquiry growing-up under Covid
Full text linkDecisions adults have made in managing the pandemic have significantly impacted upon children and young people in all spheres of their lives. Driven by a need to come to terms with the impacts of the pandemic, many children and young people have become attentive to the ways in which the crisis has been managed and, in turn, of wider social issues and events unfolding around them. In so doing, they have developed increased levels of interest in politics and current affairs, recognising their own roles as citizens and what they can do to make a difference. This paper draws on learning from the Growing-up Under Covid-19 Participatory Action Research project to reflect on some of the changing dynamics of youth participation during Covid-19 and lessons learned for future thinking and practice. The paper is situated within discourses of transformative approaches to participation and illustrates the value of information and awareness, personal learning and development and the creation of spaces for intergenerational dialogue and social learning as drivers of participation. The paper concludes with examples of ‘alternative’ community-based democratic participation modalities deemed more meaningful by young people
Leadership as Experts by Experience in Professional Education
Full text linkPurpose: This paper shares the learning from a new course to explore and develop leadership by experts by experience involved in health and social care education provision, research and policy. Method: A Knowledge Café approach was used to provide opportunities for participants to explore and reflect together on shared experiences of what it means to be an expert by experience, and the extent to which the role can be understood in terms of grounded concepts of ‘leadership’. Findings: The paper discusses how involvement as a service user emerged out of a personal drive to challenge and change appalling experiences of health and social care services. The paper goes on to illustrate this dynamic concept of leadership; the importance of networking with other users and carers, and, skills in enabling professionals to change. Argument and Conclusion: ‘Professional leadership’ is one of the domains of the UK Professional Capabilities Framework for social work defined as facilitated learning to include service users, carers and others involved.The call for a learning culture is not new and its application in complex practice and crisis points remains a current challenge. In contrast, the concept of Leadership discussed in this paper is grounded in experience and resonates with aspects of contemporary ethical, distributed and complex models of leadership but extends beyond organisations. Finally the paper raises the issue of learning opportunities available to experts by experience and the responsibilities for higher education and service providers to strengthen and support people in this complex role
Appraising the effectiveness of youth councils in Scotland
No full textThis chapter discusses appraising the effectiveness of youth councils in Scotland
Challenges of participatory practice with children
No full textThe culture of participation, and the role that theories have had in influencing thinking within the field of children’s participation, are important to consider if we are to move forward in our approach to their participation. Theories and models are often used interchangeably in the discourse and practice of children’s participation. Yet there are substantial differences that are often not distinguished in the literature. What we find is an overemphasis on ‘what we did’ stories and not much critique of ‘why we did it’ or ‘what were the implications’. Without a theoretical framework, models or ‘how to’ guides have flourished, and it is not always clear what has informed their construction. Shier (2001) cites research by Barn and Franklin (1996) in the UK which found that Hart’s ladder was regarded as the most influential model in framing thinking, alongside the theories of Paulo Freire. But they also commented that respondents said their work was based on ‘general principles such as empowerment and respect for young people, rather than specific models or theories’ (Shier 2001:108)
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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