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Journey With Me: Wanderings and Wonderings Through Childhoods

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dc.contributor.advisorMishra Tarc, Aparna
dc.contributor.authorBarnikis, Tiffany Victoria
dc.date.accessioned2023-12-08T14:23:06Z
dc.date.available2023-12-08T14:23:06Z
dc.date.issued2023-12-08
dc.date.updated2023-12-08T14:23:05Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractDominant assumptions and views of children and childhood inform and guide educational policy and practice and have worked to institutionalize meanings of children and childhood. Within the sociology of childhood, literature has challenged these assumptions by recognizing the lived realities of children as contextually specific and historically dynamic, and by acknowledging the existence of multiple situations and perspectives of childhood (James & James, 2012; Mayall, 2002; Prout & James, 1997), however, these understandings are majoritively considered from an adult perspective. This qualitative study welcomes children’s perceptions and narratives into discussions of children and childhoods by exploring five children’s perspectives and narratives. This study is influenced by the Mosaic approach, “a multi-method, polyvocal approach that brings together different perspectives in order to create with children an image of their worlds” (Clark, 2017, p. 17). Semi-structured conversations, photography and child-led walking tours of their neighbourhoods provided the participants with an opportunity to express their thoughts, opinions, and retellings of their own lived experiences. Working within a social-critical paradigm and underpinned by the sociology of childhood, critical childhood studies, and post-structuralism, the aim of this inquiry is to explore from the perspectives of children themselves. Employing poetic inquiry alongside a thematic narrative analysis the child participants’ narratives are explored through the discussions of adult/child constructs; freedoms, restrictions and resistance; relationships; and been, being and becoming, and their decision-making and influence on curriculum. In conclusion, recommendations for future practices and areas for further research are discussed. Positioning children, rather than adults, as the storytellers of their lived realities this study works to de-objectifying children in conversations of children and childhood and seeks to acknowledge children as active and valued members of society, and important tellers of their own stories.
dc.identifier.urihttps://hdl.handle.net/10315/41604
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducation
dc.subjectSocial research
dc.subject.keywordsChildren
dc.subject.keywordsChildhoods
dc.subject.keywordsNarrative inquiry
dc.subject.keywordsWalking tours
dc.subject.keywordsPoetic inquiry
dc.subject.keywordsParticipatory research methods
dc.subject.keywordsMosaic approach
dc.subject.keywordsCritical childhood studies
dc.subject.keywordsSociology of childhood
dc.titleJourney With Me: Wanderings and Wonderings Through Childhoods
dc.typeElectronic Thesis or Dissertation

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