Is the Child As Co-Researcher Possible? Exploring the (Im)Possibilities of Participatory Methods in Childhood Research

This paper explores the practical and ethical limitations of conducting research with children. As an academic and children’s literature writer, I will address the roadblocks I encountered while collaborating with 16-17-year-old teenagers, focusing on conflicts between research and practice and the differing ethical standards in academia and civil society regarding participant well-being. I aim to challenge the perceived "impossibilities" of involving children as competent co-researchers by acknowledging their potential and expertise. The teenage contributors, in their transition to adulthood, stress that prioritizing children as individuals with voices makes research truly impactful. They advocate for reciprocal consent, approval, and satisfaction throughout the research process. For findings to be meaningful, the study must include participants of diverse genders, religions, regions, and ethnicities. However, diversity in this context extends beyond demographics to encompass differing viewpoints. Therefore, I will highlight the diversity of opinions in childhood and youth research by emphasizing alternative ethical and practical opportunities.

This paper addresses collaboration potentials from the research's earliest stages through implementation and dissemination, advocating for meaningful encounters rather than dismissing young contributors due to age or perceived inexperience. Additionally, it critiques adultist approaches in the production stage, where childhood research often seems to serve only adults and researchers. By exploring strategies for effective collaboration and the challenges of presenting serious academic work to an adult audience, I will identify limitations faced in the field. These include adultist attitudes embedded in academic structures and the positional challenges youth face in school settings. Highlighting issues like participant unwillingness, individual motivation, inclusivity, and conflict resolution between adult researchers and children, this paper aims to outline effective, age-inclusive research practices where children are recognized as essential actors.