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Research with disabled pupils: how useful is a child-centred ethics?

Alderson, P; Goodey, C; (1996) Research with disabled pupils: how useful is a child-centred ethics? Children and Society , 10 (2) pp. 106-116. 10.1111/chso.1996.10.2.106. Green open access

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Abstract

The title of a collection on 'ethics and methodology of research with children' implies that research with children necessarily raises unique questions about ethics and methods. Our paper questions whether this is so, what the unique questions might be and how they arise. We consider that any extra complications in research with children are common to research with other 'minority' groups. The main complications do not arise from children's inabilities or misperceptions, but from the positions ascribed to children in late twentieth‐century Western societies. Clarity about the social origins of any complications in research with children is crucial if these complications are to be addressed. Ethics, methods, theories, data and policy conclusions are inextricably interwoven, and it is important to acknowledge how initial theories inevitably shape policies. Reasons are given for preferring rights‐based to child‐centred ethics.

Type: Article
Title: Research with disabled pupils: how useful is a child-centred ethics?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/chso.1996.10.2.106
Publisher version: https://doi.org/10.1111/chso.1996.10.2.106
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1537669
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