In every research project, there may be moments of power inequality, the positionality of participants, their ground, language barriers and age; in the case of marginalized migrant families, their status and lack of legal documents put them in an even more vulnerable situation. They may feel obliged to collaborate in an activity they may not like, thereby threatening the position of consent in the research. More importantly, there is the question of their dignity; respect for human dignity requires that research involving humans be conducted in a manner that is sensitive to the inherent worth of all human beings and the respect and consideration they are due. In this latter light, respect is translated into three main categories: respect for the person, concern for welfare and justice. (TCPS, 2018)
In that sense, this research method advocates for attention to their welfare, including respect and justice, which brings to mind Pierre Bourdieu’s argument regarding ethics in research. He believes that research that respects human dignity should also contribute to the development of participants; in other words, researchers should “critically consider the contribution that the research would make to the participants’ overall development” (Agbenyega, 2014, p.155), hinting at the concern for welfare and promoting it for the participants. This is where ethical research with children aims to promote their agency in participatory research, being inherently more ethical than other modes. Within this context, this research investigates two main questions of agency and ethical concerns in participatory research with children.
Artworks such as drawings, paintings, photos, and videos have the power to reach policymakers to communicate children’s needs and voice their ideas while empowering them.
Thus, art-based participatory activities promote their welfare while respecting their dignity. Children often have difficulty communicating things that matter to them verbally because of limited language (Burnard 2002). In the case of marginalized migrant children, this turns out to be far worse; they usually struggle with a significant language barrier, often arriving in Canada without acquiring the host country’s language – English and French. More importantly, their age and power inequality make it even more difficult for them to express themselves, whereas artwork, including drawing, photovoice and cellphilming, offers the means to express themselves on matters that concern them, the latter being in line with the United Nations Convention on the Rights of the Child (CRC, 1989, Article 12); all children have the right to participate and express themselves on matters that concern them (Lundy et al., 2011). Concurrently, art-based research promotes children’s well-being as they find an outlet in a safe environment to communicate their needs. They learn how to deal with challenges while working in a team, creating bonds with their teammates, and connecting to new mates from different backgrounds.
Dashti Khavidaki, A. (2024). Reflexively Engaging in Studying Childhood Ethics and Agency: Implications for Conducting Participatory Research.