Author: Cope, Meghan

Source: Journal of Geography in Higher Education, Volume 33, Number 1, January 2009 , pp. 33-50(18)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

In this paper, the author adopts the notion that working with children in some ways highlights the challenges of university-level pedagogy and research ethics; this is done by evaluating a service-learning course she conducted with undergraduate and graduate students that was based on children's urban geographies. In the course of this examination, she considers ways that aiming towards child-led, participatory approaches created several practical and ethical dilemmas but also stimulated critical reflection on positionality in research and teaching. A set of suggestions is offered for working with children in participatory qualitative research projects that emerged from insights gained in this endeavor, and the author also confronts a set of six attitudes she and her students had to engage with in order to move toward a less essentializing and more critically rigorous participatory research practice.

Keywords: Children's geographies; service learning; participatory research methods

Document Type: Research article

DOI: http://dx.doi.org/10.1080/03098260802276532

Affiliations: 1: Department of Geography, University of Vermont, USA

Publication date: 2009-01-01

More about this publication?

• Editorial Board
• Information for Authors
• Subscribe to this Title
• ingentaconnect is not responsible for the content or availability of external websites

Related content

• In this: publication
• By this: publisher
• In this Subject: Geography ,  Education
• By this author: Cope, Meghan

Website © Publishing Technology. Article copyright remains with the publisher, society or author(s) as specified within the article.

• Terms and conditions
• Privacy policy
• Information for advertisers