Children as Co-researchers: A Transdisciplinary and Participatory Process

Abstract

This chapter aims to present and critically question the work undertaken with a group of children as experts in a transdisciplinary research project, ‘Exploring the way to and from school with children: An interdisciplinary approach of children’s experiences of the third place’. The project is funded by the Swiss National Science Foundation.¹ A partnership was established between the research team and a group of 10 children (11–12 years old). The children were actively involved as co-researchers to provide the research team with expertise regarding their experiences of the school journey. Their roles as co-researchers included refining the research questions and methodological tools, analysing data, and drafting final recommendations. In this chapter, the authors outline the different stages of this transdisciplinary partnership with children as co-researchers, whilst addressing some key issues encountered during the process, including: What is expertise? When, and under what conditions, can children genuinely be co-researchers? What ethical aspects should be considered? The authors commence with an outline of the project’s theoretical framework before detailing how the participatory process enabled children to actively take part and give their views on the research. The authors address a specific focus on the ethical challenges encountered as part of the complexities of conducting research with children. They conclude with some reflections on the benefits of involving children as co-researchers and, in doing so, offer a critique of the notion of ‘expertise’ in research with children.

Citation

Moody, Z., Darbellay, F., Camponovo, S., Berchtold-Sedooka, A. and Jaffé, P.D. (2021), "Children as Co-researchers: A Transdisciplinary and Participatory Process", Spencer, G. (Ed.) Ethics and Integrity in Research with Children and Young People (Advances in Research Ethics and Integrity, Vol. 7), Emerald Publishing Limited, Leeds, pp. 151-165. https://doi.org/10.1108/S2398-601820210000007015