Mothers’ ideals and experiences of raising children in inner and outer suburban Melbourne,Australia

Parents’ perceptions of their neighbourhoods are important for child health outcomes. This study compared views among mothers in inner versus outer suburbs of Melbourne, Australia using a mixed methods approach. Mothers of preschool-aged children were recruited via playgroups, mother’s groups and preschools and interviewed face-to-face regarding their local area as a good place to raise a family, with a second open-ended interview focussing on mothers’ ideals and experiences of raising children in their current location. Findings demonstrated that mothers had different ideals for, and experiences of, raising their children in their neighbourhoods. Inner suburban mothers valued a manageable work/family balance and access to public transport over the size of their homes. However, access to childcare, secondary schooling and heavy traffic were issues, with the latter two being reasons for moving from the municipality. In contrast, outer suburban mothers preferred a larger home in neighbourhoods that they perceived as low crime, over accessibility to work. Access to a car and activities for their children were also important. Findings suggest no ‘one size fits all’ in respect to what features mothers expect from a good place to raise a family, or how they experience these features. This has implications for service delivery and social planning of suburbs.     

An exploration of factors which may influence how teachers perceive participatory action research tools being employed in schools

This article draws on a lead researcher's observations about participatory research collaboration within a qualitative research project involving teachers, pupils and members of the communities surrounding schools. It presents a practical account of research processes aimed at uncovering to how pupils, teachers and community members in economically and socially disadvantaged neighbourhoods perceived their own roles in relation to creative activity with groups of children, who had been identified by their schools as being in need of help to engage in learning. The activities were led by artists who would not normally be involved in schools. Social constructionist frameworks for evaluation are combined with the literature on participatory appraisal, in order to suggest a politically sensitive course of action by which practitioners and peer interviewers could be involved more usefully in the future, through direct collaboration on the planning tasks to reveal rarely articulated pupil attitudes.     

The Myth of Research‐based Practice: The Critical Case of Educational Inquiry

Educational research in Britain has been subject to substantial government intervention in recent years. The rationale for this has been the demands made by a model of evidence‐based policymaking and practice that carries implications for other fields of social research as well. In this paper, the growing influence of this model is sketched, and it is argued that it relies on some very questionable assumptions about what research can offer policymakers and practitioners. It is concluded that the consequences of enforcing this model are likely to be negative for both sides, but especially for research.     

Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

This paper reflects on a project which involved the authors working in partnership with a working group of looked after children and young people established by a small unitary local authority to develop a pledge defining what support, services and care looked after children can expect from them. The authors aimed to develop an approach which ensured that the young people’s voices were heard and also that the well-being of those involved as participants remained at the centre of the process throughout. We argue that Honneth’s theory of recognition, which identifies three forms of recognition as important to ensure that human beings feel assured of their dignity or integrity – in brief love, rights and solidarity – offers a useful framework for achieving this. The main principles which emerged were: (i) building the research around the young people’s existing relationships, (ii) respecting the group’s decisions and (iii) honouring the views expressed.     

Hot times,hot places. Youths’ risk perceptions and risk management in Chicago and Rotterdam

Many young people in low-income neighbourhoods are considered to be at risk of poor social outcomes and of becoming victims of violence and crime. This exploratory study focuses on how young people perceive risk and navigate their environment in two low-income, multi-ethnic neighbourhoods, one in Rotterdam and one in Chicago. We conducted in-depth interviews and mental mapping exercises with young people aged 14–19 in both sites. We found that neighbourhoods matter because they expose young people to certain kinds of risks, but also that their responses were shaped by their perceptions and interpretations of these risks. Moreover, we illustrate the dynamic and interactive nature of these processes of risk perception and management by discussing the ways in which different groups occupy and use, or travel through, public space at different times of the day. We argue that risk in disadvantaged neighbourhoods is not a static dimension in young people’s lives but rather emerges from an ongoing and complex interaction between perception, interpretation and response that can be seen as a kind of boundary work.     

Ascertaining the Perspectives of Young Children in Care: Case Studies in the Use of Reality Boxes

This article describes the use of an innovative method, reality boxes, to elicit the perspectives of children, ages four to seven years, in state care. Using examples from a broader research project based on children in Northern Ireland, which was concerned with their participation rights, the article considers how the children used the boxes to express their views. Informed by a child rights‐based approach, the article highlights the processes and practices involved and concludes by stressing the potential importance of this method, used in the context of this framework, in social work practice with young children.     

Reflections on doing participatory research in health: participation,method and power

The author has reflected on her experience in facilitating three participatory research (PR) projects to identify key issues surrounding participation, method and power. The three PR projects in health, all undertaken in the same region in southeast Australia, assessed the needs of women who have experienced breast cancer, evaluated an Indigenous healthy lifestyle programme and developed and documented a model of coordinated care by a consumer group. In particular, the three participatory projects suggested that participants do not always want to maximise their own participation and may prefer external researcher involvement – relationships, confidentiality, anonymity and time‐impacted perspectives of participation. In one study, quantitative methods were selected and time and previous knowledge of research shaped participants' selection of method. In the projects, power relations were complex and issues of negotiation, inclusion, quality of research, agendas, roles and integrity are discussed. The lessons learned here are that participatory researchers can be open to differing levels of participation and methods while also comfortable with sharing decision‐making in research, even if it alters the research outcome.     

Environmental social science: human–environment interactions and sustainability

Visual methods with children have gained interest as social researchers search for participatory methods that align with the current conceptualisation of children as social agents. This paper describes the reflections and experiences of using the home movie as an innovative vehicle allowing access to children’s everyday life. This method was adapted and used to encourage high levels of child-led participation and minimise researcher input. This paper explores practical and methodological strengths, challenges, and ethical questions arising from the production of home movies by the children and suggests that the home movie is an acceptable means for generating insight into children’s perspectives and to produce and reflect visual representations of children’s social worlds.     

What's Wrong with Being Poor? The Problems of Poverty,as Young People Describe them

This article explores how young people living in low‐income neighbourhoods problematise their own lives, using data generated as part of a participatory policy project with five groups of young people, aged 11–21. Three common problems were identified; housing, education and crime, as well as one common silence around their own agency. This silence is perhaps substituted by a focus on collective agency and politics, suggesting that perhaps young people can see poverty as a more collective problem than previous research may highlight.     

Changing things for the better: the use of children and young people’s reference groups in social research

The use of reference groups made up of members of the population being researched has been encouraged within the qualitative research literature. This paper describes the use of reference groups made up of children and young people and promotes them as a space within which co-reflexive activities can help researchers reconsider their research approaches and assumptions, their methodologies and methods and the new knowledge created. The paper uses three case studies to highlight the benefits the authors have encountered as well as those identified by children and young people themselves.     

Reflexivity in Practice: Developing a New Attitude as Part of Teaching and Engaging in Participatory Research and Development

The position taken in this article derives from a reflexive self-discovery of the assumptions underlying my teaching and conducting of social research over the years. Undoubtedly, as qualitative approaches continue to evolve in recognition of the plurality of persons, cultures, and ways of knowing, participatory research and development will increasingly require of teachers and researchers new self-knowledge, sensitivities, and humility. Using my experiences as the context for discussion, the article examines existing definitions and the place of participatory research and development within the qualitative paradigm and posits that there is room for radical reflection on the value of inclusionary processes in both the teaching and practice of social research and development.     

Dismantling Public Housing,Reconstructing the Lives of Children

Just as the lives of adults may be turned upside down when a move is made from public housing, so too may be the lives of children. Over the course of 5 years, mothers relocated out of a housing development in the southwest U.S. participated in surveys and focus groups, discussing among many topics the lives of their children after the move. Mothers talked about their children's behaviour, the lack of play spaces, their children experiences in their schools, and the schools' responses. The mothers offered insights into ways to ease the relocation process and make the new space home.     

Research Methods with Disabled Populations

Abstract

Although social work and related fields need more research involving people with disabilities, such studies can pose special challenges due to lack of understanding of disability issues, the disempowerment and invisibility of many who are disabled, and communication barriers. This article discusses ways of eliminating bias and maintaining ethical safeguards when designing and conducting research on people with disabilities. Participatory action research, which engages those studied in the design and conduct of research, is discussed as a model, as is the use of qualitative methods. Recent methodological innovations in survey research with deaf populations are also described and illustrated.     

Participatory video analysis in disability research

This article sets out critical framing as an analytical approach in participatory video by which people investigate and analyze a topic through arts-based engagement, storyboarding, and collaborative editing. Participatory video as an action research method in self-advocacy has been discussed elsewhere. Here, the author examines critical framing and the role of generative themes in participatory analysis by describing a case study in which adults with developmental disabilities explored the dimensions of sexual health through participatory video. The author proposes that critical framing provides a more nuanced approach to participatory analysis. Credibility and trustworthiness with data triangulation and overall findings are also described.     

Making Connections: Community Organizing,Empowerment Planning,and Participatory Research in Participatory Evaluation

This article shows the intersections of participatory research, popular education, empowerment planning, and community organizing with participatory evaluation. It argues that a truly successful participatory evaluation involves participants in guiding and even conducting the research, doing a process of self- and program study, creating plans for change, and organizing themselves for implementing these plans. Next, the chapter shows how these elements played out in a participatory evaluation of a community organizing training and technical assistance project in Toledo, Ohio. The first year of the project was facilitated by participatory evaluation that helped identify early successes and problems so participants could make programmatic changes early in the process. The telling of the story also develops practices of participatory evaluation, including planning the evaluation, doing the research and adapting it to changing conditions, uncovering creative tensions, participatory validity checking, and linking the process to planning and action. The chapter concludes with some lessons for participatory evaluation practice.     

Ethical challenges of community based participatory research: exploring researchers’ experience

Community-Based Participatory Research (CBPR) has been proposed as an equitable, empowering partnership approach to collaborative research. International literature about the ethical implications of CBPR suggests a continuing strong interest in the topic. However, there is a notable lack of research that captures the experience of ethical challenges of researchers from different countries who engage in CBPR. The aim of this research was to address this lack of evidence by exploring researchers’ experience of ethical challenges in CBPR at an international level. An innovative data collection method was designed utilising a purpose-built blog. Balancing participant protection and autonomy, partnership tensions, and enduring impacts of the researcher role emerged as the main themes. These findings illustrate the specific conflicts faced by researchers engaged in CBPR. This is largely as a result of the complexities of CBPR coupled with rigid ethics committee review that does not always take into account the more fluid nature of the approach.     

Voices from the bottom

Despite many years of poverty eradication programs in numerous countries, 25% of the world's population continues to live in poverty. In the light of this global crisis, it is clear that anti-poverty strategies have not been as successful as they should have been. This paper argues that continuing poverty may be related in part to the fact that policies developed to alleviate the problem are mainly based on monetary definitions developed by ‘experts’, rather than by the poor themselves. Thus this paper will demonstrate that expert definitions invariably neglect the more qualitative aspects and experiences of poverty. In contrast, it is argued here that the poor are the ‘real’ poverty experts and their voices should be included in the definition of poverty and the formulation of solutions. While there is increasing recognition of this latter approach in developing nations, often taking a human needs perspective, this response is only in its infancy in Australia. After a discussion of the conceptualisation of human needs, this paper reports on a small pilot study that presents the voices of 10 disadvantaged men, identifying what poverty is for them in Melbourne