Ethical symmetry in participatory research with infants

Journal article


Salamon, Andi. (2015). Ethical symmetry in participatory research with infants. Early Child Development and Care. 185(6), pp. 1016 - 1030. https://doi.org/10.1080/03004430.2014.975224
AuthorsSalamon, Andi
Abstract

Participatory research methods aim to break down the distinction between researchers and the researched. Infants are increasingly being seen as participants in research, but the nature of their participation is being questioned following an increased interest in participatory research with children. This article offers a perspective on participatory research that positions infant participants in ethically symmetrical ways to adult participants. It poses this can be achieved, when researchers adopt a methodological attitude that recognises, respects, and incorporates the active involvement of infants in research processes. Framed by the notion of ‘ethical symmetry’, the article draws on data from the author's doctoral work to demonstrate how attempts to achieve ethical symmetry were enacted. The importance of reciprocal and authentic relationships with infant participants as a driving force in the research is discussed, and implications for incorporating ethical symmetry in research with infants are discussed.

Keywordsethical symmetry; participatory research; infants
Year2015
JournalEarly Child Development and Care
Journal citation185 (6), pp. 1016 - 1030
PublisherRoutledge
ISSN0300-4430
Digital Object Identifier (DOI)https://doi.org/10.1080/03004430.2014.975224
Scopus EID2-s2.0-84927690126
Page range1016 - 1030
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/880v4/ethical-symmetry-in-participatory-research-with-infants

Restricted files

Publisher's version

  • 123
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Rationale, design and methods protocol for participatory design of an online tool to support industry service provision regarding digital technology use ‘with, by and for’ young children
Edwards, Susan, Nolan, Andrea, Henderson, Michael, Grieshaber, Susan, Highfield, Kate, Salamon, Andi, Skouteris, Helen and Straker, Leon. (2020). Rationale, design and methods protocol for participatory design of an online tool to support industry service provision regarding digital technology use ‘with, by and for’ young children. International Journal of Environmental Research and Public Health. 17(23), p. 8819. https://doi.org/10.3390/ijerph17238819
Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations
Fenech, Marianne, Salamon, Andi and Stratigos, Tina. (2019). Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations. European Early Childhood Education Research Journal. 27(5), pp. 706-721. https://doi.org/10.1080/1350293X.2019.1651972
Interwoven identities in infant and toddler education and care: "What do you think babies will do with clay? Make pots?!"
Stratigos, Tina and Salamon, Andi. (2019). Interwoven identities in infant and toddler education and care: "What do you think babies will do with clay? Make pots?!". In In Salamon, Andi and Chng, Angela (Ed.). Multiple early childhood identities pp. 51-64 Routledge. https://doi.org/10.4324/9780429444357-5
Infants' practices: Shaping (and shaped by) the arrangements of early childhood education
Salamon, Andi. (2017). Infants' practices: Shaping (and shaped by) the arrangements of early childhood education. In In K. Mahon, S. Francisco and S. Kemmis (Ed.). Exploring education and professional practice: Through the lens of practice architectures pp. 83 - 99 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-10-2219-7_5
Praxis in early childhood research with infants and educators
Salamon, Andi. (2017). Praxis in early childhood research with infants and educators. European Early Childhood Education Research Journal. 25(3), pp. 450 - 461. https://doi.org/10.1080/1350293X.2017.1308168
Flourishing on the margins: a study of babies and belonging in an Australian Aboriginal community childcare centre
Harrison, Linda J., Sumsion, Jennifer, Bradley, Ben, Letsch, Karen and Salamon, Andi. (2017). Flourishing on the margins: a study of babies and belonging in an Australian Aboriginal community childcare centre. European Early Childhood Education Research Journal. 25(2), pp. 189 - 205. https://doi.org/10.1080/1350293X.2017.1288015
Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm
Salamon, Andi, Sumsion, Jennifer and Harrison, Linda J.. (2017). Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm. Contemporary Issues in Early Childhood. 18(4), pp. 362 - 374. https://doi.org/10.1177/1463949117742771
Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators
Salamon, Andi, Sumsion, Jennifer, Press, Frances and Harrison, Linda. (2016). Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators. Journal of Early Childhood Research. 14(4), pp. 431 - 443. https://doi.org/10.1177/1476718X14563857
Early childhood educators' conceptions of infants' capabilities: The nexus between beliefs and practice
Salamon, Andi and Harrison, Linda. (2015). Early childhood educators' conceptions of infants' capabilities: The nexus between beliefs and practice. Early Years. 35(3), pp. 273 - 288. https://doi.org/10.1080/09575146.2015.1042961
How the early years learning framework can help shift pervasive beliefs of the social sand emotional capabilities of infants and toddlers
Salamon, Andi. (2011). How the early years learning framework can help shift pervasive beliefs of the social sand emotional capabilities of infants and toddlers. Contemporary Issues in Early Childhood. 12(1), pp. 4 - 10. https://doi.org/10.2304/ciec.2011.12.1.4