Toward transformative-activist research collaborations: Co-exploration of young children’s wellbeing

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Resumé

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.
OriginalsprogEngelsk
Publikationsdato2018
StatusUdgivet - 2018
BegivenhedEARLI 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. 201828 aug. 2018
http://theoryandmethods.com/

Konference

KonferenceEARLI SIG17 & SIG25 Conference 2018
LokationCambridge University
LandStorbritannien
ByCambridge
Periode27/08/201828/08/2018
AndetThe 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.
Internetadresse

Citer dette

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title = "Toward transformative-activist research collaborations: Co-exploration of young children’s wellbeing",
abstract = "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.",
author = "Sofie Pedersen and Chimirri, {Niklas Alexander}",
note = "Nominated for Best Paper Award; EARLI SIG17 & SIG25 Conference 2018 : Dialogue between ontology and epistemology: New Perspectives on theory and methodology in research on learning and education ; Conference date: 27-08-2018 Through 28-08-2018",
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Pedersen, S & Chimirri, NA 2018, 'Toward transformative-activist research collaborations: Co-exploration of young children’s wellbeing' EARLI SIG17 & SIG25 Conference 2018, Cambridge, Storbritannien, 27/08/2018 - 28/08/2018, .

Toward transformative-activist research collaborations : Co-exploration of young children’s wellbeing. / Pedersen, Sofie; Chimirri, Niklas Alexander.

2018. Abstract fra EARLI SIG17 & SIG25 Conference 2018, Cambridge, Storbritannien.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - Toward transformative-activist research collaborations

T2 - Co-exploration of young children’s wellbeing

AU - Pedersen, Sofie

AU - Chimirri, Niklas Alexander

N1 - Nominated for Best Paper Award

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

UR - http://theoryandmethods.com/wp-content/uploads/2018/04/book_of_abstracts_19-2.pdf

M3 - Conference abstract for conference

ER -

Pedersen S, Chimirri NA. Toward transformative-activist research collaborations: Co-exploration of young children’s wellbeing. 2018. Abstract fra EARLI SIG17 & SIG25 Conference 2018, Cambridge, Storbritannien.