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DEVELOPING CREATIVE METHODS WITH CHILDREN Summary For bringing in new and ground-breaking methods in social research, researchers are trying to make use of creative methodologies. A research has been conducted on children who are in a migratory position. A variety of approaches have been made in order to make this creative research…
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Download file to see previous pages... As a result, researchers have increasingly come to regard more inventive and non-verbal research practices as a means of transcending traditionally adult-focused techniques and have adapted methods like the interview and survey to access and research non-adult worlds. (Robinson and Gillies, 2013, p.87) This particular research has been derived from the debates undertaken by researchers who have done extensive research on childhood, its ethics, its proper methodologies and innate authoritative nature of the relative of children. Through art based participatory activities, school children of two schools (Victoria Primary School and Shetley Primary School) between the ages of 9-10 years who are mainly Bangladeshis and studying in the London borough of Tower Hamlets were researched upon by the researcher (Mand, 2012, pp.149-150). The children at Victoria Primary School participated in the research process through participatory activities which included ranking, mapping, drawing, role play and even workshops. The Shetley Primary School also followed the same process but its participatory mode of research was a bit restricted as they did not have workshops. Evaluation The researcher has employed a variety of creative modes for carrying out his research and also its findings. ‘Participatory' research methods can be used not only to enable local people to seek their own solutions according to their priorities, but also to secure funding, to co-opt local people into the agendas of others or to justify short-cut research within a top-down process (Cornwall and Jewkes, 1995, p.1668). Weakness of the Article: The basic reason for developing participatory research method was to conduct research upon the people who were existing on the margins of the society (i.e women and elderly people) (Bergold and Thomas, 2012), but here the researcher has applied the participatory research method on children studying in London who are not at all living on the margins of the society. The participant is also expected to set up the agenda along with the researcher and also help in the final readings of the final research (French and Swain, 2004). But, in this case, the researcher has not been able to get the final help from the children on whom he had conducted his research, even though they had actively participated in the process. In participatory research process it is somewhere expected that “voices” should be present in the research process. Though the researcher had tried to input the voice in case of Shetley School but the researcher failed in his attempt as the voices got suppressed in the process which he himself felt at the time of evaluation. Though the researcher has tried to sort out the different areas of thinking and their different ideas yet he has not been able to categorize properly their issues, problems and also their solutions which are very important to any research and specially in participatory mode of research where the researcher gets a wider scope to research upon and also has the people to participate in that particular research process. The agenda of the research which is generally also decided upon by the participants in the participatory mode of research, has not been given due importance in this research process. Strength of the Article: One of the characteristics of participatory approaches lies in innovative adaptations of methods drawn from conventional research and their use in new contexts, in new ways, ...Download file to see next pagesRead More
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