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

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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.
Original languageEnglish
Publication date2018
Publication statusPublished - 2018
EventEARLI SIG17 & SIG25 Conference 2018: Dialogue between ontology and epistemology: New Perspectives on theory and methodology in research on learning and education - Cambridge University, Cambridge, United Kingdom
Duration: 27 Aug 201828 Aug 2018


ConferenceEARLI SIG17 & SIG25 Conference 2018
LocationCambridge University
Country/TerritoryUnited Kingdom
OtherThe 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.
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Nominated for Best Paper Award

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