By Jo Aldridge
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Extra info for Participatory Research: Working with Vulnerable Groups in Research and Practice
Sample text
Such considerations are important to the PR debate, especially as it is suggested by some that more creative, personalised and less conventional research methods often lack the ‘accepted norms and standards’ for presenting data that are available for other more traditional methods (see Poindexter, 2002, p 713). 3 Having acknowledged the number of issues and challenges confronting the PR researcher, it is nonetheless encouraging that in recent years more emphasis has been placed in social research studies on the voices of vulnerable, marginalised groups that facilitate new opportunities in PR and PAR, and to develop and advance new emancipatory agendas.
Furthermore, in child and youth-related policy and practice in the UK there has also been greater recognition and inclusion of children and young people’s views in recent years, underlining the participatory agenda and principles enshrined in an international rights-based approach to childhood (as evidenced in the UN Convention on the Rights of the Child; see UNICEF, 1989). An example here is the consultation with children and young people for the review and reform of children’s services (launched by the then Labour government in 2003) that culminated in the Every child matters (ECM) (DfE, 2003) agenda.
These developments are underpinned by a rights-based approach to children and young people’s experiences and needs with reference to principles of participation that are underscored by an international mandate (United Nations [UN] Convention on the Rights of the Child; see UNICEF, 1989, Article 12; see also International Save the Children Alliance, 2008). Theoretically they are also aligned to the ‘new’ sociology of childhood that sees children as active citizens with important contributions to make (see Wyness, 2006; see also Mayall, 2002).
