Creating online participatory research spaces: insights from creative, digitally-mediated research with children during the Covid-19 pandemic

Helen Lomax; Kate Smith; Jo McEvoy; Eleanor Brickwood; Kathrine Jensen; Belinda  Walsh

doi:10.1332/204674321X16274828934070

Creating online participatory research spaces: insights from creative, digitally-mediated research with children during the Covid-19 pandemic

Helen Lomax, Kate Smith, Jo McEvoy, Eleanor Brickwood, Kathrine Jensen, Belinda Walsh

Research output: Contribution to journal › Article › peer-review

18 Citations (Scopus)

Abstract

Our article draws on research undertaken with children during the 2020–21 COVID-19 pandemic in order to consider the potential of digitally mediated participatory research for child-centred research practice. Our specific focus is on how children’s inclusion can be centred in the absence of opportunities to meet in person. We reflect on how we sought to support children’s engagement through offline and online creative activities and explore how these digitally mediated spaces can facilitate children’s inclusion, creative engagement and dialogue. We offer examples from our arts-based, digitally mediated research to consider how researchers might work remotely, yet inclusively, in contexts where children have been marginalised and their voices silenced. Our research suggests that scaffolding creative activities through bespoke digital animation and asynchronous chat can facilitate children to participate in ways of their choosing. However, to address equity of inclusion researchers must attend to the contingencies of children’s digital, material and social exclusion.

Original language	English
Pages (from-to)	19-37
Number of pages	19
Journal	Families, Relationships and Societies
Volume	11
Issue number	1
Early online date	22 Nov 2021
DOIs	https://doi.org/10.1332/204674321X16274828934070
Publication status	Published - 1 Feb 2022

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1332/204674321X16274828934070Licence: CC BY-NC

Cite this

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title = "Creating online participatory research spaces: insights from creative, digitally-mediated research with children during the Covid-19 pandemic",

abstract = "Our article draws on research undertaken with children during the 2020–21 COVID-19 pandemic in order to consider the potential of digitally mediated participatory research for child-centred research practice. Our specific focus is on how children{\textquoteright}s inclusion can be centred in the absence of opportunities to meet in person. We reflect on how we sought to support children{\textquoteright}s engagement through offline and online creative activities and explore how these digitally mediated spaces can facilitate children{\textquoteright}s inclusion, creative engagement and dialogue. We offer examples from our arts-based, digitally mediated research to consider how researchers might work remotely, yet inclusively, in contexts where children have been marginalised and their voices silenced. Our research suggests that scaffolding creative activities through bespoke digital animation and asynchronous chat can facilitate children to participate in ways of their choosing. However, to address equity of inclusion researchers must attend to the contingencies of children{\textquoteright}s digital, material and social exclusion.",

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author = "Helen Lomax and Kate Smith and Jo McEvoy and Eleanor Brickwood and Kathrine Jensen and Belinda Walsh",

note = "Funding Information: This work,{\textquoteleft}Corona Chronicles: Children researching their everyday lives during the Coronavirus pandemic{\textquoteright} (CHEER) was supported by a grant from the Huddersfield Centre for Research in Education and Society (HudCRES) and by a contribution towards artist costs by the participating schools, which are not named to ensure the anonymity of the participating children.Building on this research,the British Academy has funded further research{\textquoteleft}Back Chat:Developing arts-based methods of knowledge generation and exchange with children living in disadvantaged localities during times of global crisis{\textquoteright} (SRG2021\211308) to support the continuation of research with these children, as well as a further cohort, through the ongoing pandemic. Funding Information: 1{\textquoteleft}It is not encouraged for children to read this book independently without the support of a parent, caregiver or teacher{\textquoteright} (IASC MHPSS RG, 31 March 2020, our emphasis). This advice has since been removed from the Public Health England website, https://www.gov.uk/ government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak). 2 Academy schools are state-funded schools in England which are directly funded by the Department for Education and independent of local authority control. An academy trust operates more than one academy school. 3All names are pseudonyms. 4 Top 5 Family Portraits{\textquoteright}, https://www.tate.org.uk/kids/explore/top-5/top-5-family-portraits. 5 A reference the UK government{\textquoteright}s {\textquoteleft}Eat Out to Help Out{\textquoteright} scheme, introduced shortly after initial lockdown easing in England during August 2020, https://www.gov.uk/ guidance/get-a-discount-with-the-eat-out-to-help-out-scheme. Publisher Copyright: {\textcopyright} 2022 Policy Press. All rights reserved.",

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N1 - Funding Information: This work,‘Corona Chronicles: Children researching their everyday lives during the Coronavirus pandemic’ (CHEER) was supported by a grant from the Huddersfield Centre for Research in Education and Society (HudCRES) and by a contribution towards artist costs by the participating schools, which are not named to ensure the anonymity of the participating children.Building on this research,the British Academy has funded further research‘Back Chat:Developing arts-based methods of knowledge generation and exchange with children living in disadvantaged localities during times of global crisis’ (SRG2021\211308) to support the continuation of research with these children, as well as a further cohort, through the ongoing pandemic. Funding Information: 1‘It is not encouraged for children to read this book independently without the support of a parent, caregiver or teacher’ (IASC MHPSS RG, 31 March 2020, our emphasis). This advice has since been removed from the Public Health England website, https://www.gov.uk/ government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak). 2 Academy schools are state-funded schools in England which are directly funded by the Department for Education and independent of local authority control. An academy trust operates more than one academy school. 3All names are pseudonyms. 4 Top 5 Family Portraits’, https://www.tate.org.uk/kids/explore/top-5/top-5-family-portraits. 5 A reference the UK government’s ‘Eat Out to Help Out’ scheme, introduced shortly after initial lockdown easing in England during August 2020, https://www.gov.uk/ guidance/get-a-discount-with-the-eat-out-to-help-out-scheme. Publisher Copyright: © 2022 Policy Press. All rights reserved.

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N2 - Our article draws on research undertaken with children during the 2020–21 COVID-19 pandemic in order to consider the potential of digitally mediated participatory research for child-centred research practice. Our specific focus is on how children’s inclusion can be centred in the absence of opportunities to meet in person. We reflect on how we sought to support children’s engagement through offline and online creative activities and explore how these digitally mediated spaces can facilitate children’s inclusion, creative engagement and dialogue. We offer examples from our arts-based, digitally mediated research to consider how researchers might work remotely, yet inclusively, in contexts where children have been marginalised and their voices silenced. Our research suggests that scaffolding creative activities through bespoke digital animation and asynchronous chat can facilitate children to participate in ways of their choosing. However, to address equity of inclusion researchers must attend to the contingencies of children’s digital, material and social exclusion.

AB - Our article draws on research undertaken with children during the 2020–21 COVID-19 pandemic in order to consider the potential of digitally mediated participatory research for child-centred research practice. Our specific focus is on how children’s inclusion can be centred in the absence of opportunities to meet in person. We reflect on how we sought to support children’s engagement through offline and online creative activities and explore how these digitally mediated spaces can facilitate children’s inclusion, creative engagement and dialogue. We offer examples from our arts-based, digitally mediated research to consider how researchers might work remotely, yet inclusively, in contexts where children have been marginalised and their voices silenced. Our research suggests that scaffolding creative activities through bespoke digital animation and asynchronous chat can facilitate children to participate in ways of their choosing. However, to address equity of inclusion researchers must attend to the contingencies of children’s digital, material and social exclusion.

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Creating online participatory research spaces: insights from creative, digitally-mediated research with children during the Covid-19 pandemic

Abstract

UN SDGs

Access to Document

Other files and links

Fingerprint

Towards attentive, playful arts-based methodology with children

Back Chat: A zine created with children aged 11-12 about their lives during the coronavirus pandemic and the period after, told though their images and words

Seeing as an Act of Hearing: Making Visible Children’s Experiences of the COVID-19 Pandemic Through Participatory Animation

‘Our Voices’: An animation created with 16 children aged 9-11 during the 2020-2021 global pandemic

‘Our Voices’ - an animation created with children during the 2020-2021 global pandemic.

Developing arts-Based methods of Knowledge generation and exchange with children during times of global crisis (BaCK CHAT)

Cite this

Creating online participatory research spaces: insights from creative, digitally-mediated research with children during the Covid-19 pandemic

Abstract

UN SDGs

Access to Document

Other files and links

Fingerprint

Research output

Towards attentive, playful arts-based methodology with children

Back Chat: A zine created with children aged 11-12 about their lives during the coronavirus pandemic and the period after, told though their images and words

Seeing as an Act of Hearing: Making Visible Children’s Experiences of the COVID-19 Pandemic Through Participatory Animation

‘Our Voices’: An animation created with 16 children aged 9-11 during the 2020-2021 global pandemic

Activities

‘Our Voices’ - an animation created with children during the 2020-2021 global pandemic.

Projects

Developing arts-Based methods of Knowledge generation and exchange with children during times of global crisis (BaCK CHAT)

Cite this