Suchergebnisse

AbstractThis method‐focused article continues the discussion of how methodological challenges in research with children with disabilities can be overcome. By examining the difficulties in introducing walk‐and‐talk conversations in an ethnographic study with young children (3–11 years) with disabilities, it asks what doing research 'with' means and on whose terms research should take place. The article argues for a shift in the understanding of doing 'with', from a researcher‐controlled research encounter to the focusing of children's own activities. This ensures the participation of all children in research, by recognizing and listening to the many different ways in which children communicate.

This piece is a collective exploration by seven doctoral researchers in Child Studies, who discuss notions of listening to children and young people in a Swedish context. We approach different aspects of listening in research and in practices such as education, psychiatry, and social work. The discussions in this collective writing are an invitation for continuous reflections about the contexts where listening to children is done, its challenges and possibilities.