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Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens

Sarah Chicken Orcid Logo, Gisselle Tur Porres Orcid Logo, Dawn Mannay Orcid Logo, Jade Parnell, Jacky Tyrie Orcid Logo

Qualitative Research

Swansea University Authors: Gisselle Tur Porres Orcid Logo, Jacky Tyrie Orcid Logo

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DOI (Published version): 10.1177/14687941241234299

Abstract

There has been much debate around the ‘voice’ of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children’s subjectivities. The paper critically reflects o...

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Published in: Qualitative Research
ISSN: 1468-7941 1741-3109
Published: SAGE Publications 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa65559
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spelling 2024-11-28T12:26:54.5458340 v2 65559 2024-02-01 Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens 886cae437b38b635811092ecb7adb4b4 0000-0003-1494-0549 Gisselle Tur Porres Gisselle Tur Porres true false c1a41159a94ed9bf45e035f6a2a2ca79 0000-0002-6419-5391 Jacky Tyrie Jacky Tyrie true false 2024-02-01 SOSS There has been much debate around the ‘voice’ of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children’s subjectivities. The paper critically reflects on a qualitative study of primary education during the COVID-19 pandemic that involved children aged 5–7 (n= 30), teachers (n=6) and parents and carers (n=18) in Wales. The study generated data using creative methodologies, field notes and qualitative interviews. The philosophy of Reggio Emilia was utilized to be reflexive about the processes of research design, fieldwork, data analysis and dissemination, questioning tensions between voice and silence and how research teams can face and respond to the challengingissues that complicate the intent of respecting children’s subjectivities and perspectives. A key lesson from this process of reflection and questioning was the need to be attentive to and attuned with the subtleties of children’s paralanguage and to maintain a level of flexibility in research design and processes that respected children’s requirements and preferences. While the study focussed on children’s experiences, the lessons learnt from evaluating the study in relation to the philosophy of Reggio Emilia have value for wider qualitative projects with diverse communities Journal Article Qualitative Research 0 SAGE Publications 1468-7941 1741-3109 Children’s ‘voice’, COVID-19, creative methods, mosaic approach, qualitative research, reflexivity, Reggio Emilia, school-based research, Wales 21 3 2024 2024-03-21 10.1177/14687941241234299 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required Welsh Government 2024-11-28T12:26:54.5458340 2024-02-01T23:34:26.6743504 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Sarah Chicken 0000-0001-6428-1102 1 Gisselle Tur Porres 0000-0003-1494-0549 2 Dawn Mannay 0000-0002-7368-4111 3 Jade Parnell 4 Jacky Tyrie 0000-0002-6419-5391 5 65559__29937__fd422d5c46364b7b84987c68af3558d3.pdf 65559.VOR.pdf 2024-04-07T13:32:57.7808771 Output 1002642 application/pdf Version of Record true © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License. true eng https://creativecommons.org/licenses/by/4.0/
title Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
spellingShingle Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
Gisselle Tur Porres
Jacky Tyrie
title_short Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
title_full Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
title_fullStr Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
title_full_unstemmed Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
title_sort Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens
author_id_str_mv 886cae437b38b635811092ecb7adb4b4
c1a41159a94ed9bf45e035f6a2a2ca79
author_id_fullname_str_mv 886cae437b38b635811092ecb7adb4b4_***_Gisselle Tur Porres
c1a41159a94ed9bf45e035f6a2a2ca79_***_Jacky Tyrie
author Gisselle Tur Porres
Jacky Tyrie
author2 Sarah Chicken
Gisselle Tur Porres
Dawn Mannay
Jade Parnell
Jacky Tyrie
format Journal article
container_title Qualitative Research
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publishDate 2024
institution Swansea University
issn 1468-7941
1741-3109
doi_str_mv 10.1177/14687941241234299
publisher SAGE Publications
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description There has been much debate around the ‘voice’ of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children’s subjectivities. The paper critically reflects on a qualitative study of primary education during the COVID-19 pandemic that involved children aged 5–7 (n= 30), teachers (n=6) and parents and carers (n=18) in Wales. The study generated data using creative methodologies, field notes and qualitative interviews. The philosophy of Reggio Emilia was utilized to be reflexive about the processes of research design, fieldwork, data analysis and dissemination, questioning tensions between voice and silence and how research teams can face and respond to the challengingissues that complicate the intent of respecting children’s subjectivities and perspectives. A key lesson from this process of reflection and questioning was the need to be attentive to and attuned with the subtleties of children’s paralanguage and to maintain a level of flexibility in research design and processes that respected children’s requirements and preferences. While the study focussed on children’s experiences, the lessons learnt from evaluating the study in relation to the philosophy of Reggio Emilia have value for wider qualitative projects with diverse communities
published_date 2024-03-21T08:27:55Z
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