Ethical-symmetrical research with children as transgenerational mutually emancipating co-exploration of the more than human world

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Abstract

In the early 2000s, Christensen & Prout (2002) suggested the notion of ‘ethical symmetry’ for research with children in order to not preclude ontological differences between adults and children, but let differences in experiencing world exploratively emerge throughout the research process. This proposition has been inspirational for much participatory research with children (cf. Salamon, 2015). Critical voices, meanwhile, emphasize that despite its good intentions, much ‘participatory research’ reproduces a tokenistic knowledge from above that speaks and acts on behalf of rather than together with children as future global citizens. The paper argues that ethical-symmetrical research with children cannot merely focus on equalizing ontology at the beginning of a research project. The researcher needs to explicate, situate and renegotiate ethical relations among all participants anew all the time. This would revise what ‘ethics’ means in a qualitative-participatory research project with children (or any other participant), and implies three conceptual moves that the paper will shortly present: 1. An ontological, epistemological and methodological shift in the researcher’s self-understanding and of the knowledge produced: the researcher as co-explorer and transformative activist communicator (with inspiration from Stetsenko, 2008, 2009). 2. A more process-oriented, analytical-pedagogical notion of generalization: everyday concepts and scientific concepts as dialectically entangled artifacts, which are multimodal and relate to Wartofsky’s (1979) three forms of perceptual activity (genetic, reflexive, imaginary). 3. A notion of ethics as transgenerational ecocentric (Payne, 2017), thus grounded in global, more than human everyday life as ongoing and caring co-exploration of mutual response-ability (Puig de la Bellacasa, 2017).
Original languageEnglish
Publication date2019
Publication statusPublished - 2019
EventCHACDOC-Bergen 2019: Exploration in Early Childhood Education - Western Norway University of Applied Sciences, Bergen, Norway
Duration: 22 May 201924 May 2019
https://www.hvl.no/en/chacdoc

Conference

ConferenceCHACDOC-Bergen 2019
LocationWestern Norway University of Applied Sciences
CountryNorway
CityBergen
Period22/05/201924/05/2019
OtherThe aims of the CHACDOC conference are:<br/><br/> To place children as explorative, creative, responsible, ethical and productive members of the world at large, as well as reflect on how ECE can equip children to meet and manage future challenges in life.<br/> To study young children as active learners within their local settings rather than as participants in culture free learning environments. <br/> To study young children's learning in different nations with different traditions related to family life and community life.<br/> To study how local traditions and conditions influence children's learning and development<br/> To discuss and reflect on how explorative learning in early childhood can be anchored in local pratice and at the same time give children competences to become oriented to the global world<br/> To discuss and reflect on how children's explorative activity and play contribute to learning that prepares them for life and school<br/><br/>All presentations will focus on national traditions, institutional practice and children's development in different part of the world.
Internet address

Cite this

@conference{53872acaaf334347a49efdf208cf5a69,
title = "Ethical-symmetrical research with children as transgenerational mutually emancipating co-exploration of the more than human world",
abstract = "In the early 2000s, Christensen & Prout (2002) suggested the notion of ‘ethical symmetry’ for research with children in order to not preclude ontological differences between adults and children, but let differences in experiencing world exploratively emerge throughout the research process. This proposition has been inspirational for much participatory research with children (cf. Salamon, 2015). Critical voices, meanwhile, emphasize that despite its good intentions, much ‘participatory research’ reproduces a tokenistic knowledge from above that speaks and acts on behalf of rather than together with children as future global citizens. The paper argues that ethical-symmetrical research with children cannot merely focus on equalizing ontology at the beginning of a research project. The researcher needs to explicate, situate and renegotiate ethical relations among all participants anew all the time. This would revise what ‘ethics’ means in a qualitative-participatory research project with children (or any other participant), and implies three conceptual moves that the paper will shortly present: 1. An ontological, epistemological and methodological shift in the researcher’s self-understanding and of the knowledge produced: the researcher as co-explorer and transformative activist communicator (with inspiration from Stetsenko, 2008, 2009). 2. A more process-oriented, analytical-pedagogical notion of generalization: everyday concepts and scientific concepts as dialectically entangled artifacts, which are multimodal and relate to Wartofsky’s (1979) three forms of perceptual activity (genetic, reflexive, imaginary). 3. A notion of ethics as transgenerational ecocentric (Payne, 2017), thus grounded in global, more than human everyday life as ongoing and caring co-exploration of mutual response-ability (Puig de la Bellacasa, 2017).",
author = "Chimirri, {Niklas Alexander}",
year = "2019",
language = "English",
note = "CHACDOC-Bergen 2019 : Exploration in Early Childhood Education ; Conference date: 22-05-2019 Through 24-05-2019",
url = "https://www.hvl.no/en/chacdoc",

}

Ethical-symmetrical research with children as transgenerational mutually emancipating co-exploration of the more than human world. / Chimirri, Niklas Alexander.

2019. Abstract from CHACDOC-Bergen 2019, Bergen, Norway.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Ethical-symmetrical research with children as transgenerational mutually emancipating co-exploration of the more than human world

AU - Chimirri, Niklas Alexander

PY - 2019

Y1 - 2019

N2 - In the early 2000s, Christensen & Prout (2002) suggested the notion of ‘ethical symmetry’ for research with children in order to not preclude ontological differences between adults and children, but let differences in experiencing world exploratively emerge throughout the research process. This proposition has been inspirational for much participatory research with children (cf. Salamon, 2015). Critical voices, meanwhile, emphasize that despite its good intentions, much ‘participatory research’ reproduces a tokenistic knowledge from above that speaks and acts on behalf of rather than together with children as future global citizens. The paper argues that ethical-symmetrical research with children cannot merely focus on equalizing ontology at the beginning of a research project. The researcher needs to explicate, situate and renegotiate ethical relations among all participants anew all the time. This would revise what ‘ethics’ means in a qualitative-participatory research project with children (or any other participant), and implies three conceptual moves that the paper will shortly present: 1. An ontological, epistemological and methodological shift in the researcher’s self-understanding and of the knowledge produced: the researcher as co-explorer and transformative activist communicator (with inspiration from Stetsenko, 2008, 2009). 2. A more process-oriented, analytical-pedagogical notion of generalization: everyday concepts and scientific concepts as dialectically entangled artifacts, which are multimodal and relate to Wartofsky’s (1979) three forms of perceptual activity (genetic, reflexive, imaginary). 3. A notion of ethics as transgenerational ecocentric (Payne, 2017), thus grounded in global, more than human everyday life as ongoing and caring co-exploration of mutual response-ability (Puig de la Bellacasa, 2017).

AB - In the early 2000s, Christensen & Prout (2002) suggested the notion of ‘ethical symmetry’ for research with children in order to not preclude ontological differences between adults and children, but let differences in experiencing world exploratively emerge throughout the research process. This proposition has been inspirational for much participatory research with children (cf. Salamon, 2015). Critical voices, meanwhile, emphasize that despite its good intentions, much ‘participatory research’ reproduces a tokenistic knowledge from above that speaks and acts on behalf of rather than together with children as future global citizens. The paper argues that ethical-symmetrical research with children cannot merely focus on equalizing ontology at the beginning of a research project. The researcher needs to explicate, situate and renegotiate ethical relations among all participants anew all the time. This would revise what ‘ethics’ means in a qualitative-participatory research project with children (or any other participant), and implies three conceptual moves that the paper will shortly present: 1. An ontological, epistemological and methodological shift in the researcher’s self-understanding and of the knowledge produced: the researcher as co-explorer and transformative activist communicator (with inspiration from Stetsenko, 2008, 2009). 2. A more process-oriented, analytical-pedagogical notion of generalization: everyday concepts and scientific concepts as dialectically entangled artifacts, which are multimodal and relate to Wartofsky’s (1979) three forms of perceptual activity (genetic, reflexive, imaginary). 3. A notion of ethics as transgenerational ecocentric (Payne, 2017), thus grounded in global, more than human everyday life as ongoing and caring co-exploration of mutual response-ability (Puig de la Bellacasa, 2017).

M3 - Conference abstract for conference

ER -