Bloomsbury Ethics and Research with Young Children: New Perspectives

Product Description As researchers and theorists, teachers and teacher educators, parents and grandparents and advocates for children, the authors featured in Ethics and Research with Young Children share a common inclination to counter the idea of an ethics that is conventionali.e., an ethics that reinforces existing models and discourses, which position children as irrational and incompetent; that de-anonymize childrens ways of working and being in the world; that reduces and distorts the social, cultural and political forces that shape childrens everyday realities; and, that routinely subtracts from these realities the complex responsibilities that adults have (especially as researchers) to recognize ethics as situated, relational, intersectional, and provisional. Aligned with the interdisciplinary commitments of a Childhood Studies approach and informed by a range of theoretical and practical frameworks, the perspectives offered in this volume are grounded in relationships between and among adults and children, their shifting social, cultural, political and material realities, and a world of ideas and experiences that impel them to face and reorient their ethical commitments to each other. Review "An exciting and important contribution to the study of ethics as it pertains to working with young children, this monograph brings together international scholars with a deep commitment to seeing young children as social actors, contributors, and collaborators in matters of research. A must read for researchers and graduate students!" --Kristine Sunday, Assistant Professor, Old Dominion University, USA"An adventurous and insightful exploration of the ethical issues that manifest in research with children and young people. Rather than a more mechanistic treatment of these issues, it offers the reader a chance to consider in-depth a range of diverse perspectives on complex ethical themes." --Mona Sakr, Senior Lecturer, Middlesex University, UK About the Author Christopher M. Schulte is an Endowed Associate Professor of Art Education in the School of Art at the University of Arkansas, USA.