Power & Voice in Research with Children

Front Cover
Lourdes Diaz Soto, Beth Blue Swadener
Peter Lang, Jan 1, 2005 - Education - 227 pages
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This volume critically examines issues of power and voice in research with children. Chapters focus on the relationship between researchers and children and explore how to more adequately represent the complexities, multiple perspectives, and understandings that emerge when the research process more fully includes children and youth. Contributors explore issues of imposition and power that are inherent in traditional research and even more problematic with children. Authors document how children's voices can guide us in learning about research methodologies, theories, and praxis, as well as about issues of race, identity, class, linguistic diversity and gender within larger postcolonial contexts and research traditions.
  

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Contents

INTRODUCTION
1
CHILDREN MAKE THE BEST THEORISTS
9
FREEDOM SPEAKS
21
RELATIONS REFRACTIONS AND REFLECTIONS
45
COMING HOME TO RESEARCH
55
LISTENING TO THE VOICES OF CHINESE
89
PERFORMING FEMININITIES THROUGH
105
ASIANAMERICAN CHILDREN
117
KENYAN STREET CHILDREN SPEAK THROUGH
137
BILINGUAL BORDERCROSSING
153
VOICES OF ENGLISH LANGUAGE LEARNERS
165
BILINGUAL CHILDREN IN LITERATURE DISCUSSIONS
177
CHILDRENS RETELLING
191
LOS POETAS
205
WHEN CHILDREN AND YOUTH TALK BACK
215
LIST OF CONTRIBUTORS
223

BUILDING BRIDGES
125

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About the author (2005)

The Editors: Lourdes Diaz Soto is a graduate of Hunter College and The Pennsylvania State University. She has taught and worked with families and children in Puerto Rico (Dorado Academy), Florida (Florida Atlantic University), New York City (Teachers College, Columbia University), and Pennsylvania (Lehigh University and Penn State). Her publications include Language, Culture, and Power: Bilingual Families Struggle for Quality Education and two edited volumes published by Peter Lang, Making a Difference in the Lives of Bilingual/Bicultural Learners and The Politics of Early Childhood Education. Scholarship and collegial opportunities have taken her to Costa Rica, Greece, Spain, Taiwan, and Uruguay. In addition, she has published numerous refereed articles and book chapters examining issues of social justice and equity. Beth Blue Swadener is Professor of Early Childhood Education and Policy Studies at Arizona State University and does research on social policy, professional development, language and culture issues, and early education in Sub-Saharan Africa. Her books include: Reconceptualizing the Early Childhood Curriculum; Children and Families At Promise: Deconstructing the Discourse of Risk; Semiotics of Dis/ability: Interrogating Categories of Difference; Does the Village Still Raise the Child?: A Collaborative Study in Changing Childrearing and Early Education in Kenya; and Decolonizing Research in Cross-Cultural Contexts: Critical Personal Narratives. Dr. Swadener is also active in a number of peace, social justice, and child advocacy groups.

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