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Child as Method: Implications for Decolonising Educational Research

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Title: Child as Method: Implications for Decolonising Educational Research
Language: English
Authors: Burman, Erica
Source: International Studies in Sociology of Education. 2019 28(1):4-26.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Research, Child Development, Sociocultural Patterns, Feminism, Foreign Policy, Research Methodology, Children, Books, Foreign Countries, History
Geographic Terms: Asia
DOI: 10.1080/09620214.2017.1412266
ISSN: 0962-0214
Abstract: This paper advances an approach, 'child as method', as a resource for interrogating models of development in childhood and education. Kuan-Hsing Chen's (2010) book "Asia as method" has generated interest across childhood and educational studies. Here 'child as method' is presented as a related intervention. Just as "Asia as method" (re)considers the status of the national and transnational, so 'child as method' helps explicate the ways 'child' and 'development' are linked across economic, sociocultural and individual trajectories. The example of translation is discussed in relation to sociocultural approaches and how together these might inform childhood and educational studies debates. The notion of 'method' at work (as framework, technique or narrative) is also clarified as informed by feminist and decolonisation approaches. It is argued that 'child as method' offers strategies for resisting abstraction and remaining attentive to forces and relations of (re)production at issue within adult-child and child-state-development relations.
Abstractor: As Provided
Number of References: 130
Entry Date: 2019
Accession Number: EJ1206989
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/09620214.2017.1412266
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  Data: 0962-0214
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  Data: This paper advances an approach, 'child as method', as a resource for interrogating models of development in childhood and education. Kuan-Hsing Chen's (2010) book "Asia as method" has generated interest across childhood and educational studies. Here 'child as method' is presented as a related intervention. Just as "Asia as method" (re)considers the status of the national and transnational, so 'child as method' helps explicate the ways 'child' and 'development' are linked across economic, sociocultural and individual trajectories. The example of translation is discussed in relation to sociocultural approaches and how together these might inform childhood and educational studies debates. The notion of 'method' at work (as framework, technique or narrative) is also clarified as informed by feminist and decolonisation approaches. It is argued that 'child as method' offers strategies for resisting abstraction and remaining attentive to forces and relations of (re)production at issue within adult-child and child-state-development relations.
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