The Challenge and Challenging of Childhood Studies? Learning from Disability Studies and Research with Disabled Children

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Abstract

Childhood studies have argued for the social construction of childhood, respecting children and childhood in the present, and recognising children's agency and rights. Such perspectives have parallels to, and challenges for, disability studies. This article considers such parallels and challenges, leading to a (re)consideration of research claims to represent children's ‘voices’ and the current promotion of children's participation as researchers. It concludes how research with disabled children encourages due account of multiple communication methods to access, analyse and present research, and being more reflexive about assumptions of competency, expertise and agency in the roles of researcher and research participant.
Original languageEnglish
Pages (from-to)181-191
Number of pages11
JournalChildren & Society
Volume26
Issue number3
Early online date16 Apr 2012
DOIs
Publication statusPublished - 2012

Keywords

  • disabled children
  • childhood
  • research
  • participation
  • peer research

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