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Including Young People’s Voices
in Consultation and Planning
Dr Virginie Thériault
Lecturer in Informal Education
v.theriault@strath.ac.uk
14th June 2016
My Work in a Few
Words & Pictures
v.theriault@strath.ac.uk, June 2016 8
Article 12
States Parties shall assure to the child who is capable of forming his or her own
views the right to express those views freely in all matters affecting the
child, the views of the child being given due weight in accordance with the age
and maturity of the child.
For this purpose, the child shall in particular be provided the opportunity to be
heard in any judicial and administrative proceedings affecting the child,
either directly, or through a representative or an appropriate body, in a manner
consistent with the procedural rules of national law.
Article 13
The child shall have the right to freedom of expression; this right shall include
freedom to seek, receive and impart information and ideas of all kinds,
regardless of frontiers, either orally, in writing or in print, in the form of art,
or through any other media of the child’s choice.
United Nations Convention on
the Rights of the Child (1989)
v.theriault@strath.ac.uk, June 2016 9
• According to Fleming (2010, p. 4) there are four
primary reasons for involving young people and
children in research:
1. Causes researchers to always question the purpose of
their study;
2. Highlights the question of power between researchers
and participants: ‘asking in whose interests it is being
done’;
3. Encourages researchers to think about how their work
can change the lives of children and young people;
4. Allows researchers to potentially have a more rigorous
understanding of the context of their study by involving
young people as ‘experts by experience’.
v.theriault@strath.ac.uk, June 2016 10
From a Researcher’s
Point of View
Methods
v.theriault@strath.ac.uk, June 2016 11
• Artifictual Literacies (Pahl and Rowsell,
2010)
– ‘Objects carry emotional resonance, and
these infuse stories.’ (p. 10)
– ‘Sharing artifact stories can equalize the
relationship between educators and families.’
(p. 54)
Artefacts as Tools for Listening
v.theriault@strath.ac.uk, June 2016 12
Darya’s
personal diary
(Le Bercail,
May 2012)
An Example
v.theriault@strath.ac.uk, June 2016 13
• Literacies for Learning in
Further Education (LfLFE)
project (Ivanič et al., 2009)
• ‘Icon Mapping Exercise’
– pick 10 icons out of 40
– classify them in a three circle
Venn diagram
Mind Mapping
v.theriault@strath.ac.uk, June 2016 14
Home
SchoolLeisure
• Julien,
Darya, and
Laurence
(Le Bercail,
April 2013)
An example
v.theriault@strath.ac.uk, June 2016 15
According to Hodge and Jones (2000: 317), photographs:
– ‘make ownership of data visible and they personalise rather than
objectify and isolate’.
Young people take photographs using disposable cameras,
IPads or their own mobile phones.
They can be involved at various levels (Hodge & Jones,
2000: 315-316):
1. Planning and discussion;
2. Selecting images;
3. Ownership of data;
4. Discussion and analysis.
Photographs
v.theriault@strath.ac.uk, June 2016 16
An Example
v.theriault@strath.ac.uk, June 2016 17
‘Liberty is my only desire’ (Hugo, L’Envol, April 2013)
• Space is socially constructed and a place has
multiple identities (Massey, 1994):
– it is a ‘meeting place’ of different individual
trajectories, personal histories, memories,
perception, imagination, etc.
• Young people could offer guided tours of their
school:
– Direct insight into their experiences and
perceptions
‘Guided tours’
v.theriault@strath.ac.uk, June 2016 18
An Example
• Cassandra,
and Pierre-Luc
(Le Bercail,
April 2013)
v.theriault@strath.ac.uk, June 2016 19
v.theriault@strath.ac.uk, June 2016 20
Brainstorming Activity
Methods
than could
be used
What? How?
2 minutes
• Write as many ideas as possible on post-its.
• Share your ideas with your colleagues and put them on the
large posters.
• Christensen, P. M. & M. O'Brien (2003). Children in the city: home, neighbourhood and
community. London and New York, Routledge.
• Fleming, J. (2010). Young people’s involvement in research: Still a long way to go?.
Qualitative Social Work. doi: 10.1177/1473325010364276
• Hodge, R. and K. Jones (2000) Photography in Collaborative Research on Multilingual
Literacy Practices: Images and Understandings of Researcher and Researched. In M.
Martin-Jones and K. Jones (Eds.), Multilingual Literacies (pp. 299-319). Amsterdam: John
Benjamins.
• Ivanič, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G.,
Miller, K., Satchwell, C. and Smith, J. (2009). Improving learning in college: rethinking
literacies across the curriculum. London: Routledge.
• Pahl, K. & Rowsell, J. (2010). Artifactual Literacies. Every object tells a story. New York:
Teachers College Press.
• Unicef. (1989). Convention on the Rights of the Child.
v.theriault@strath.ac.uk, June 2016 21
References

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Young people's voices in consultation and planning

  • 1. Including Young People’s Voices in Consultation and Planning Dr Virginie Thériault Lecturer in Informal Education v.theriault@strath.ac.uk 14th June 2016
  • 2. My Work in a Few Words & Pictures v.theriault@strath.ac.uk, June 2016 8
  • 3. Article 12 States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice. United Nations Convention on the Rights of the Child (1989) v.theriault@strath.ac.uk, June 2016 9
  • 4. • According to Fleming (2010, p. 4) there are four primary reasons for involving young people and children in research: 1. Causes researchers to always question the purpose of their study; 2. Highlights the question of power between researchers and participants: ‘asking in whose interests it is being done’; 3. Encourages researchers to think about how their work can change the lives of children and young people; 4. Allows researchers to potentially have a more rigorous understanding of the context of their study by involving young people as ‘experts by experience’. v.theriault@strath.ac.uk, June 2016 10 From a Researcher’s Point of View
  • 6. • Artifictual Literacies (Pahl and Rowsell, 2010) – ‘Objects carry emotional resonance, and these infuse stories.’ (p. 10) – ‘Sharing artifact stories can equalize the relationship between educators and families.’ (p. 54) Artefacts as Tools for Listening v.theriault@strath.ac.uk, June 2016 12
  • 7. Darya’s personal diary (Le Bercail, May 2012) An Example v.theriault@strath.ac.uk, June 2016 13
  • 8. • Literacies for Learning in Further Education (LfLFE) project (Ivanič et al., 2009) • ‘Icon Mapping Exercise’ – pick 10 icons out of 40 – classify them in a three circle Venn diagram Mind Mapping v.theriault@strath.ac.uk, June 2016 14 Home SchoolLeisure
  • 9. • Julien, Darya, and Laurence (Le Bercail, April 2013) An example v.theriault@strath.ac.uk, June 2016 15
  • 10. According to Hodge and Jones (2000: 317), photographs: – ‘make ownership of data visible and they personalise rather than objectify and isolate’. Young people take photographs using disposable cameras, IPads or their own mobile phones. They can be involved at various levels (Hodge & Jones, 2000: 315-316): 1. Planning and discussion; 2. Selecting images; 3. Ownership of data; 4. Discussion and analysis. Photographs v.theriault@strath.ac.uk, June 2016 16
  • 11. An Example v.theriault@strath.ac.uk, June 2016 17 ‘Liberty is my only desire’ (Hugo, L’Envol, April 2013)
  • 12. • Space is socially constructed and a place has multiple identities (Massey, 1994): – it is a ‘meeting place’ of different individual trajectories, personal histories, memories, perception, imagination, etc. • Young people could offer guided tours of their school: – Direct insight into their experiences and perceptions ‘Guided tours’ v.theriault@strath.ac.uk, June 2016 18
  • 13. An Example • Cassandra, and Pierre-Luc (Le Bercail, April 2013) v.theriault@strath.ac.uk, June 2016 19
  • 14. v.theriault@strath.ac.uk, June 2016 20 Brainstorming Activity Methods than could be used What? How? 2 minutes • Write as many ideas as possible on post-its. • Share your ideas with your colleagues and put them on the large posters.
  • 15. • Christensen, P. M. & M. O'Brien (2003). Children in the city: home, neighbourhood and community. London and New York, Routledge. • Fleming, J. (2010). Young people’s involvement in research: Still a long way to go?. Qualitative Social Work. doi: 10.1177/1473325010364276 • Hodge, R. and K. Jones (2000) Photography in Collaborative Research on Multilingual Literacy Practices: Images and Understandings of Researcher and Researched. In M. Martin-Jones and K. Jones (Eds.), Multilingual Literacies (pp. 299-319). Amsterdam: John Benjamins. • Ivanič, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G., Miller, K., Satchwell, C. and Smith, J. (2009). Improving learning in college: rethinking literacies across the curriculum. London: Routledge. • Pahl, K. & Rowsell, J. (2010). Artifactual Literacies. Every object tells a story. New York: Teachers College Press. • Unicef. (1989). Convention on the Rights of the Child. v.theriault@strath.ac.uk, June 2016 21 References