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Using participatory and visual methods to address power and identity in research with young people

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journal contribution
posted on 2013-07-12, 14:17 authored by Joanne L. Hill
Research with young people and children has developed over a number of years an argument for researching with, rather than on, younger participants (Thomson, 2008; Valentine, 1999). In qualitative research, the ways in which we carry out empirical research, the relationships that are developed between researchers and participants, the knowledge that is produced and the epistemological and theoretical foundations can be affected by how as powerful researchers we aim to observe and analyse. Where age, gender and ethnicity intersect in creating something of a “difference” between researcher and participants, these issues can need greater consideration. This paper presents some methodological background to the choices made concerning data production during a project in which a white, female, late-20s researcher with a feminist theoretical background investigated physical activity engagement by a diverse cohort of 13-14 year old students in an inner city secondary school in the Midlands, UK. By combining visual ethnography, interviews and collaborative photography, the project aimed to address concerns about student voice in research with young people on their school and sport experiences (O’Sullivan & MacPhaill, 2010). The paper considers some possibilities and challenges of using this methodology within school-based studies. Reflections from this project are offered on the ways in which participants retained power over content and meaning of their photographic contributions, and researcher relationships in the field. Visual methods are argued to offer an additional tool in tackling traditional power relations and encouraging participant investment.

History

School

  • Sport, Exercise and Health Sciences

Citation

HILL, J., 2013. Using participatory and visual methods to address power and identity in research with young people. Graduate Journal of Social Science, 10 (2), 20pp.

Publisher

Amsterdam University Press © Graduate Journal of Social Science

Version

  • VoR (Version of Record)

Publication date

2013

Notes

This article was published in the Graduate Journal of Social Science. The website is at: http://www.gjss.nl/

eISSN

1572-3763

Language

  • en

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