Abstract
In this chapter we describe the epistemological approach in which our research and analysis of findings on child well-being has been situated. Our use of standpoint theory is explained in terms of our attempt to construct an understanding of child well-being based on children’s knowledge. We outline the methodological framework and methods we used for researching with children and for analysing what they told us. This framework is positioned within a tradition that has promoted the contributions of other marginalized, emic groups to knowledge-producing forums.
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