Deepening our understanding: Collaboration through online peer-to-peer participatory action research with children

Child-led research is growing globally, yet there are still limitations for children’s leadership in all phases of research. This article, co-written with adult and child researchers, examines child-led research undertaken online with 9 children from Ontario and Quebec over a one-year period. The ar...

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Bibliographic Details
Published inChildhood (Copenhagen, Denmark) Vol. 31; no. 3; pp. 390 - 406
Main Authors Mreiwed, Hala, Wright, Laura H. V., Butler, Kate
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.08.2024
Sage Publications Ltd
Subjects
Brainstorms
Children
Children & youth
Collaboration
Data collection
Dissemination
Internet
Leadership
Older children
Participatory action research
Participatory research
Peers
Recruitment
Researchers
COVID-19
participatory action research
Children’s participation
child-led research
collaboration
peer-to-peer relationships
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Summary:Child-led research is growing globally, yet there are still limitations for children’s leadership in all phases of research. This article, co-written with adult and child researchers, examines child-led research undertaken online with 9 children from Ontario and Quebec over a one-year period. The article explores the process of participating in and collaborating on an online peer-to-peer participatory action research project from the brainstorming stage to recruitment, design, data collection, analysis, and dissemination of knowledge. While much literature exists on older children and youth leading research, this research provides a unique contribution to the literature on the possibilities of creating space for children ages 11 to 14 to lead research. This article finds that the child researchers most valued: (1) Play and fun; (2) Engaging in new experiences; and (3) Learning. The article concludes that child-led research is feasible, and it can create better research and provide a transformative opportunity for child and adult researchers.
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The names of the child co-authors are in alphabetical order; they equally contributed to the authorship of this article.
ISSN:0907-5682
1461-7013
DOI:10.1177/09075682241266961