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Creating Space for Children’s Voices in Educational Research: Experiences from Doing a Qualitative Research in Ghana

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There is growing literature among many feminist researchers calling for the voices of under-privilege groups to be represented and highlighted in social research as well as in policy formation. One of these groups, whose voices are often overlooked, ignored, silenced, and missed are children. Jonathan Kozol (1992) acknowledges that “we have not been listening much to children in the recent years of summit conferences on education, of severe reports, and ominous prescriptions. The voices of children, frankly, have been missing from the whole discussion” (p. 5). For this reason many social programs and research have not been responsive, effective, appropriate, and comprehensive in addressing the issues facing the world’s vulnerable children. While many child advocates call for children inclusion in the issues that affect them, there are challenges involved in this process.
This presentation shares my experience doing a phenomenological study in Ghana involving school children. It describes the social and ethical challenges involved in creating space for children to share their views. The conceptual framework informing the study was the feminist perspective which is based on the premise that children’s voices are often missing from research conducted about them.
This study concluded that doing educational research involving children, require certain consideration including language barriers and levels of proficiency, location of interviews, ethical challenges about consent and assent, social obligation for researchers toward children, power relations between children and researcher, and appropriateness of data collection tool.

Most Common Document Word Stems:

research (43), children (41), studi (22), educ (20), girl (17), voic (15), use (14), particip (14), social (13), experi (12), feminist (12), group (12), involv (10), perspect (9), issu (8), teacher (8), p (7), space (7), communiti (7), conduct (7), mani (7),
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Name: MWERA Annual Meeting
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http://www.mwera.org


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MLA Citation:

Annin, Collins. "Creating Space for Children’s Voices in Educational Research: Experiences from Doing a Qualitative Research in Ghana" Paper presented at the annual meeting of the MWERA Annual Meeting, Sheraton Westport Chalet Hotel, St. Louis, MO, Oct 14, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p379487_index.html>

APA Citation:

Annin, C. , 2009-10-14 "Creating Space for Children’s Voices in Educational Research: Experiences from Doing a Qualitative Research in Ghana" Paper presented at the annual meeting of the MWERA Annual Meeting, Sheraton Westport Chalet Hotel, St. Louis, MO Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p379487_index.html

Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: There is growing literature among many feminist researchers calling for the voices of under-privilege groups to be represented and highlighted in social research as well as in policy formation. One of these groups, whose voices are often overlooked, ignored, silenced, and missed are children. Jonathan Kozol (1992) acknowledges that “we have not been listening much to children in the recent years of summit conferences on education, of severe reports, and ominous prescriptions. The voices of children, frankly, have been missing from the whole discussion” (p. 5). For this reason many social programs and research have not been responsive, effective, appropriate, and comprehensive in addressing the issues facing the world’s vulnerable children. While many child advocates call for children inclusion in the issues that affect them, there are challenges involved in this process.
This presentation shares my experience doing a phenomenological study in Ghana involving school children. It describes the social and ethical challenges involved in creating space for children to share their views. The conceptual framework informing the study was the feminist perspective which is based on the premise that children’s voices are often missing from research conducted about them.
This study concluded that doing educational research involving children, require certain consideration including language barriers and levels of proficiency, location of interviews, ethical challenges about consent and assent, social obligation for researchers toward children, power relations between children and researcher, and appropriateness of data collection tool.


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