CREATEing Research with Children and Young People: Values, Voice and Ethics

Introduction There should be a distinction between research on youth and research with youth. While research on youth positions the researcher as expert, research for youth takes into account broader academic debates around... [ view full abstract ]

Introduction

There should be a distinction between research on youth and research with youth. While research on youth positions the researcher as expert, research for youth takes into account broader academic debates around the need for researchers to reflect on ‘ethically important moments’ (McEvoy et al., 2016) and show a greater ‘ethic of care’ (Heath et al., 2007). Funded by the European Educational Research Association (EERA), this project comprised three pan-European design thinking symposia where early career researchers, experienced academics and youth co-developed a set of “Principles of Research with, for and by Youth;” that offer exciting methodological implications.

Methods

Using the BERA Ethical Guidelines (2014) as a framework, each of the three symposia employed a four stage design thinking approach [Clarify, Ideate, Develop and Implement] (Goligorsky, 2012), focusing on distinct youth populations (1) Research for Youth: General principles (Ireland) (2) Research for Looked After Children (UK) (3) Research for Indigenous Youth (Canada). Data from 90 participants were analysed using a thematic, inductive form of grounded theory (Charmaz, 2006) using both Nvivo and Voyant.

Results

While acknowledging challenges in the process e.g. the ‘fragility’ of youth voice (Cook-Sather, 2002), findings revealed six broad, interconnecting guiding principles for conducting meaningful research with, for and by young people: The CREATE Principles [Connections; Reflexivity; Empathy; Adherence; Transparency; Empowerment].

Conclusions and implications

The methodological implications of using design thinking as a form of both study design and method offers new ways forward in research with youth. CREATE (i) enhances the ethic of care and positions youth as knowledge holders (ii) affords researchers flexibility to use the principles in varied research contexts and with diverse youth populations, and (iii) offers imagined possibilities (Greene, 1995) for research with youth, as opposed to on them.