Browsing Applied Social Studies - Book chapters by Author "Horgan, Deirdre"
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- ItemChildren's Research Advisory Groups: Moving from adult-research agendas to co-creation with children(Routledge, 2021-12-24) Horgan, Deirdre; Martin, ShirleyThis chapter focuses on Children's Research Advisory Groups (CRAGs) against the backdrop of participatory research with children and the increasing requirements to evidence research involvement by users of services for funding bodies. The authors will discuss capacity building as essential in working with CRAGs. Furthermore, they examine the potential role and contribution of CRAGs in co-constructing research methods, data analysis and research sharing drawing on two of their research projects (one Irish and one European) supported by CRAGs. The chapter concludes that while Children's Research Advisory Groups have the potential to contribute to deeper participation, they are not without their difficulties and limitations. They are costly and time consuming, may not always be appropriate and in some cases are tokenistic. A case is made for a pragmatic, flexible approach to help promote ethical practice.
- ItemChildren's voice in the home: a relational, generational space(Emerald, 2020-09-25) Horgan, Deirdre; Martin, Shirley; Forde, CatherineThis chapter draws on data from a qualitative study examining the extent to which children and young people age 7 to 17 are able to participate and influence matters affecting them in their home, school, and community. It was commissioned by the Department of Children and Youth Affairs in Ireland to inform the National Strategy on Children and Young People’s Participation in Decision-Making, 2015–2020. Utilising Lundy’s (2007) conceptualisation of Article 12 of the UN Committee on the Rights of the Child and Leonard’s (2016) concept of generagency, this chapter will examine children and young people’s everyday lives and relationships within the home and family in the context of agency and structure. In the study, home was experienced by children generally as the setting most facilitative of their voice and participation in their everyday lives reflecting research findings that children are more likely to have their initiative and ideas encouraged in the family than in school or their wider communities (Mayall, 1994). Key areas of decision-making included everyday consumption activities such as food, clothes, and pocket money as well as temporal activities including bed-time, leisure, and friends. This concurs with Bjerke (2011) that consumption of various forms is a major field of children’s participation. Positive experiences of participation reported by children and young people involved facilitation by adults whom they respected and with whom they had some rapport. This locates children as relational beings, embedded in multiple overlapping intergenerational processes and highlights the interdependency between children’s participation and their environment (Leonard, 2016; Percy-Smith & Thomas, 2010).
- ItemParental and professional perspectives on educational integration of migrant and refugee children in Ireland(Routledge, 2023-12-12) Martin, Shirley; Horgan, Deirdre; Maier, Reana; O'Riordan, JacquiThe aim of this paper is to explore qualitative research with Asylum-Seeking and Refugee Parents and Educational Professionals in Ireland and investigate the socio-educational integration of refugee and migrant children in their new schools. This work was undertaken as part of the larger ongoing EU Horizon2020 study ‘Integration Mapping of Refugee and Migrant Children’ (IMMERSE). This paper will focus on the findings from collaborative workshops and interviews with parents and educational professionals and will discuss many of the barriers migrant and refugee children face in Irish schools. The data from this research demonstrates some very positive findings in relation to socio-educational integration in schools in Ireland. It finds similarities between parents and professional perspectives on what supports positive integration in school for children including positive child-teacher relations and the importance of peer relationships. While the findings indicate that parents were positive about the general environment of schools in Ireland, and education supports such as extra classes, they also found it difficult to accessible additional educational supports for their children.