The paper explores emancipatory co-research ideals engrained in Psychology from the Standpoint of the Subject (PSS) and the cultural-historical Transformative Activist Stance (TAS), and discusses their implications for developing a methodology for learning together with and thereby about very young children’s wellbeing. While both approaches build on dialectical materialist notions of the human being as both constitutive of and constituted by the world, they draw different conclusions as to how this has consequences for conducting research projects with fellow human beings: PSS practice research produces knowledge from within institutional contexts, for instance daycare centers, so as to diversify the knowledge base upon which professionals arrange and act in practice; TAS seeks to actively transform practice together with the participants throughout the research project. The paper proposes combining the two to develop an everyday life methodology that enables very young children to actively engage in research as mutual learning processes.
|Status||Udgivet - 2018|
|Begivenhed||EARLI SIG17 & SIG25 Conference 2018: Dialogue between ontology and epistemology: New Perspectives on theory and methodology in research on learning and education - Cambridge University, Cambridge, Storbritannien|
Varighed: 27 aug. 2018 → 28 aug. 2018
|Konference||EARLI SIG17 & SIG25 Conference 2018|
|Periode||27/08/2018 → 28/08/2018|
|Andet||The theme of the SIG25 and SIG 17 conference is ‘Dialogue between ontology and epistemology: New perspectives on theory and methodology in research on learning and education’. This conference theme is intended to provoke discussions about the relationship between the way in which we go about researching learning and education (epistemology) and how we understand the nature of learning and education (ontology). The theme also aims to inspire submissions coming from different traditions of theorizing and from a broad range of methodological approaches. The conference offers a space for exploring and discussing theories and methodologies in research on learning and education, and to promote friendly debate and reflective dialogue across paradigms of research.|
Pedersen, S., & Chimirri, N. A. (2018). Toward transformative-activist research collaborations: Co-exploration of young children’s wellbeing. Abstract fra EARLI SIG17 & SIG25 Conference 2018, Cambridge, Storbritannien.