From objects to subjects: Rethinking the role of children in educational research
Abstract
This editorial examines the evolving role of children in educational research, highlighting the shift from viewing children as objects of study to recognizing them as competent social actors and contributors to knowledge production. It emphasizes the benefits of actively involving children in research, including a deeper understanding of their lived experiences, the emergence of new research perspectives, and the recognition of their rights and agency. The authors also discuss ethical and methodological challenges associated with children’s participation, such as informed consent and assent, adult–child power dynamics, participation contexts, and the interpretation of children’s voices. Finally, the editorial outlines some strategies to support more meaningful, inclusive, and rigorous participation, encouraging researchers to conduct research with children rather than merely about them.
Keywords: child development; children's agency; children's active participation in research
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