Abstract
The widespread privileging of children’s voices in recent times has triggered expansion of differing forms of qualitative enquiry that aim to “give children a voice.” Engaging children in research and eliciting their voices on matters that affect them is often showcased as being a more “authentic” way to capture children’s lived realities and afford their agency. Yet, the uptake of voice in qualitative enquiry, and how it may contribute to the privileging of particular ways of knowing (some) children’s lives, is rarely interrogated. Drawing on examples from our own research, in this paper we critically reflect on the frequent invoking of the term voice in qualitative health research with children. In doing so, we challenge claims of authenticity by exposing the tricky epistemological tensions and relations of power that are embedded within the production and legitimation of particular voices as being “correct” ways of knowing about health—including the ways our research intentions and methods contribute to these processes. We reflect on the methodological and epistemological value of silences, dissenting voices and other modes of expression to highlight forms of resistance to adult-led health agendas. We conclude by illustrating how dominant relations of power are (re)produced within and across research spaces, and through the mobilizing or pathologizing of particular young voices through research. Possibilities for advancing ways to harness children’s preferred modes of expression in qualitative research are also considered.
Highlights
The proliferation of research and efforts to give children and young people a voice on issues that affect them has expanded rapidly in recent times—often with reference to article 12 of the United Nations (UN) Convention on the Rights of the Child (UN, 1989)
We aim to extend recent critiques of the use of voice in qualitative enquiry and problematize its use in healthrelated qualitative research with children and young people
We have sought to expose some of these processes and their effects and how, differing research methods and contexts can contribute to the production and legitimation of some children’s voices, while rendering others silent or problematic—highlighting too, how prevailing developmental and risk-based discourses can shape how children’s voices are represented andunderstood (Alldred, 1998)
Summary
The proliferation of research and efforts to give children and young people a voice on issues that affect them has expanded rapidly in recent times—often with reference to article 12 of the United Nations (UN) Convention on the Rights of the Child (UN, 1989). Qualitative methods of enquiry are often deemed well suited to research conducted with children with their potential to sensitively and effectively elicit their voices on a range of topical concerns (Greene & Hill, 2005). Such approaches are often championed for offering a more authentic account of their perspectives and lived experiences.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
