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Suasana belajar santri ketika ingin ujian lisan... Grup 1, Class 1,2, I'dad.... . #ppmalhassan #santri #ukk2017 #ujian #classone #classtwo #classidad #bekasi #2017 #ujianlisan #oralexamination #examination #student (di Pondok Pesantren Modern (ppm) Al Hassan - Jatimakmur)

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CHYS 4421

State the problem - issues in the Lundy article

Class Padlet discussion of issues in the article “Children’s right and research processes: Assisting children to (in)formed views” By Lundy and McEvoy (2011).

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Does the author(s), in the initial portion of the article, provide an overview of the problem to be addressed in the study?

Week 2 Overarching Question

All three articles (Larkins 2014, Lundy 2011, and Wickenden 2014) provide ample information about the issues being addressed in their respective studies. In addition, the articles draw logical and evidence-based conclusions about the issues of children’s research discussed and include suggestions for future research.

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[First photo] 5 statements that identify the problem from the “Ask us too!” article by Wickenden & Kembhavi-Tam (2014)

[Second photo] 5 key ideas from the “Ask us too!” article by Wickenden & Kembhavi-Tam (2014)

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A Point by the Professor

In class, Sarah brought up how restrictive and oppressive the notions of “inclusion” and “acceptance” really are. -It suggests, in a way, that we are instructing people to “tolerate” and “welcome” people because they are different. In reality, it would be ideal if people would operate from the base knowledge that all people are equal and that everyone is included right away; that there is no after-thought to ensure everyone is included. —How do we do this? We carefully examine and edit our language and our “real life / in person” approach to people.

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January 11, 2017

~Second Article: “Ask us too! Doing participatory research with disabled children in the global south” By Wickenden and Kembhavi-Tam (2014)

1. What are the basic assumptions that inform the reading? -“Consulting children themselves is rarely extended to those with disabilities.” (400) Inclusion of children with disabilities in participatory research that is child-centred. Disabled children and young people’s perspectives are overlooked, particularly in the global south.

2. What are the major organizing ideas? -”Disabled children can and should actively participate in both mainstream childhoods research and in specific disability-focussed studies.”(413) Advocating for systems change in children’s research methodology, specific to children with disabilities. To be included in their own research.

3. What serious questions does the reading raise regarding the fields of child and youth study? -How accurate is the research being done if there are people being left out? Is it representative? Is it accessible for the children to participate? Is our inclusion inclusive enough? 

4. What serious omissions are left out of the article or reading (if any)? -The study focuses on the global south, as stated, that the northern areas use more inclusive practices. Though the south may need extra support to improve their practices, all global areas should be considered. Perhaps socioeconomic conditions of towns and cities where these children live would also contribute to how methodologies are refined and put into action. 

5. In what ways does this article reinforce, extend, challenge, or oppose your own views on child and youth study/research/practice? -The article reinforces group views to change the tradition research methodology; to extend the scope and guide the children around the concepts. Our knowledge is extended with considering how notions of inclusion and acceptance can be restrictive and oppressive, critically examining the language we use with children and to speak about children to demonstrate inclusion in discussion. 

6. What do you take away from the reading in terms of your own child and youth practice? -Children should actively participate in their own research. This includes disabled children in mainstream childhood research and in disability-focused studies. Creating an approach for each child, specific to that child, takes into account their strengths and challenges, for any child regardless of medical diagnoses.