Listening to children’s voices in educational research: some theoretical and methodological problems
Listening to children’s voices in educational research: some theoretical and methodological problems
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教育研究中倾听儿童的声音：一些理论和方法论问题
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发表时间：
2008
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通讯作者：
R. Tangen
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作者：
R. Tangen
近年来，人们越来越关注儿童的经历和对自己生活的看法。这种兴趣是由法律的和政治倡议（例如，《联合国儿童权利公约》）以及教育和社会科学学科的理论发展。儿童不再主要被视为“儿童”，而是被视为“人”，他们的想法、经历、选择和关系本身就很有趣。儿童和成年人一样，是“社会行为者”，他们理解自己的经历。本文讨论了多层次的方法比喻称为“倾听儿童的声音”。首先是方法层面，即，如何倾听然而，对于什么样的方法适合于把握儿童的经验意义，本文并没有进行详细的探讨。第二，儿童（或成人）经验的研究是以内部人认识论为基础的，其核心是内部人有特权获得他们自己经验的知识。将解决的问题是什么样的知识是内幕知识，两个版本的内幕知识论本文进行了讨论。第三，倾听儿童的方法也受到主体理论（或主体性）的支持。本文简要讨论了五个概念的主题，他们可能的影响，研究儿童的经验和观点。有人认为，即使这个问题的一些定义是直接相互对立的，它是可能的联合收割机的一些观点。研究对象的关系概念和布莱恩·费伊（Brian Fay）发展的互动主义理论可能有助于发展生活经验的知识，特别是当被研究的个人和群体与研究者似乎非常不同时。结论是，一个开放（或弱）的内部认识论和关系理论的主题可以提供一个强大的理论基础，研究儿童的经验，特别是儿童的声音很少听到。
In recent years, there has been increasing interest in children’s experiences and perspectives of their own lives. This interest has been stimulated by legal and political initiatives (e.g., the UN Convention on the Rights of the Child), and by theoretical developments in education and social science disciplines. Children are no longer viewed primarily as “becomings”, but as “beings”, whose ideas, experiences, choices and relationships are interesting in their own right. Children, like adults, are “social agents”, who make sense of their experiences. This paper discusses the multi‐level approach metaphorically termed “listening to children’s voices”. First, there is the methodological level – i.e., how to listen. However, this paper does not go into detail regarding what kinds of methods are suitable for grasping the sense of children’s experiences. Second, studies of children’s (or adults’) experiences are underpinned by insider epistemology, the core of which is that insiders have a privileged access to knowledge of their own experiences. The question that will be addressed is what kind of knowledge is insider knowledge; two versions of insider epistemology are discussed in this paper. Third, the approach of listening to children is also underpinned by theory of the subject (or subjectivities). The paper briefly discusses five conceptions of the subject in terms of their possible implications for research on children’s experiences and perspectives. It is argued that even though some definitions of the subject are directly opposed to each other, it is possible to combine some perspectives. The relational conception of the subject, and the theory of interactionism developed by Brian Fay may be helpful for developing knowledge of lived experience, especially when individuals and groups being studied are seemingly very different from the researcher. It is concluded that an open (or weak) thesis of insider epistemology and a relational theory of the subject can offer a powerful theoretical foundation for research on experiences of children, especially of children whose voices are seldom heard.