Pub Date : 2022-09-01DOI: 10.1177/13607804221105282
Sara Rizzo, Ellie Knox, Naqi Azizi, I. Sulevani, Charmaine Chia, Marie Leo, Micol Spina, B. Percy-Smith, Chermaine Tay, Leanne Monchuk, L. Day
This contribution draws on the voices and reflections from young people as co-researchers in the Growing-Up Under Covid-19 project – a longitudinal ethnographic action research project to document, share, and respond to impacts of the pandemic on different spheres of young people’s lives. The research was conducted entirely online over 18 months in seven countries and has involved youth-led approaches to research, including video diaries and the use of artefacts and visual material to convey their experiences and support reflection and dialogue across research groups and with external stakeholders. In this contribution, the young co-researchers reflect on their rationale for using different visual media and why this was important for them. They also reflect on the significance of the representations in the visual images and how these images communicate how young people’s understanding of COVID and its impact on young people has changed (or given new meaning to) and how this in turn has given rise to particular responses and opportunities for young people. The article draws on examples of different visual forms selected by young people in Singapore, Italy, Lebanon, and the UK nations, including video, drawing, photography, and crafts. These different media and links to videos were included in the accompanying document. The contribution explores the different narratives and meanings behind the visuals, using the words of young people themselves, interspersed with narration from the adult researchers.
{"title":"Young People’s Perspectives on the Value and Meaning of Art during the Pandemic","authors":"Sara Rizzo, Ellie Knox, Naqi Azizi, I. Sulevani, Charmaine Chia, Marie Leo, Micol Spina, B. Percy-Smith, Chermaine Tay, Leanne Monchuk, L. Day","doi":"10.1177/13607804221105282","DOIUrl":"https://doi.org/10.1177/13607804221105282","url":null,"abstract":"This contribution draws on the voices and reflections from young people as co-researchers in the Growing-Up Under Covid-19 project – a longitudinal ethnographic action research project to document, share, and respond to impacts of the pandemic on different spheres of young people’s lives. The research was conducted entirely online over 18 months in seven countries and has involved youth-led approaches to research, including video diaries and the use of artefacts and visual material to convey their experiences and support reflection and dialogue across research groups and with external stakeholders. In this contribution, the young co-researchers reflect on their rationale for using different visual media and why this was important for them. They also reflect on the significance of the representations in the visual images and how these images communicate how young people’s understanding of COVID and its impact on young people has changed (or given new meaning to) and how this in turn has given rise to particular responses and opportunities for young people. The article draws on examples of different visual forms selected by young people in Singapore, Italy, Lebanon, and the UK nations, including video, drawing, photography, and crafts. These different media and links to videos were included in the accompanying document. The contribution explores the different narratives and meanings behind the visuals, using the words of young people themselves, interspersed with narration from the adult researchers.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"587 - 603"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804221087276
Helen Lomax, Kate Smith
‘Our Voices’ is an animation co-created with children aged 9–11 during the 2020–2021 global pandemic. A short, stop-start animation of children’s visual, audio and textual representations of their experiences offers a visceral account of the pandemic in England from their perspectives. In making available the animation in this inaugural issue of ‘Beyond the Text’, we have two key aims. The first is to enable children, who have been barely seen and little heard during the pandemic, to voice their experiences in accordance with their aspirations. The second is to reflect upon the process of transforming creative data made by and with children into an animation that is representative of children’s diverse experiences and acknowledges their contributions in ways which enable audiences to engage through ‘seeing’. Accordingly, our accompanying text explores how, through a feminist ethics of care, we sought to co-produce an animation with children which delivers key messages from them and acknowledges their role as co-researchers while maintaining their anonymity. In describing our methodological and ethical practices, we aspire to make visible the relational, dialogic processes inherent in co-production, offering viewers a way of seeing the complexity of children’s experiences through the multi-layered affordances of participatory animation.
{"title":"Seeing as an Act of Hearing: Making Visible Children’s Experiences of the COVID-19 Pandemic Through Participatory Animation","authors":"Helen Lomax, Kate Smith","doi":"10.1177/13607804221087276","DOIUrl":"https://doi.org/10.1177/13607804221087276","url":null,"abstract":"‘Our Voices’ is an animation co-created with children aged 9–11 during the 2020–2021 global pandemic. A short, stop-start animation of children’s visual, audio and textual representations of their experiences offers a visceral account of the pandemic in England from their perspectives. In making available the animation in this inaugural issue of ‘Beyond the Text’, we have two key aims. The first is to enable children, who have been barely seen and little heard during the pandemic, to voice their experiences in accordance with their aspirations. The second is to reflect upon the process of transforming creative data made by and with children into an animation that is representative of children’s diverse experiences and acknowledges their contributions in ways which enable audiences to engage through ‘seeing’. Accordingly, our accompanying text explores how, through a feminist ethics of care, we sought to co-produce an animation with children which delivers key messages from them and acknowledges their role as co-researchers while maintaining their anonymity. In describing our methodological and ethical practices, we aspire to make visible the relational, dialogic processes inherent in co-production, offering viewers a way of seeing the complexity of children’s experiences through the multi-layered affordances of participatory animation.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"559 - 568"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46026935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804221089681
A. Ptolomey, Elizabeth L. Nelson
In this project we forward insights about the importance of being in ‘the room where it happens’ – creating tactility and togetherness in the research encounter – for research with children and young people in times of the COVID-19 pandemic and beyond. Created in response to the intense uptake of digital methods catalysed by COVID-19, in this project we productively re-imagine moments from our creative visual research with children and young people from before the COVID-19 pandemic. This re-imagining began early in 2020 and has continued to evolve, incorporating our shifting perspectives and ‘thinking with’ the scholarship of leading creative methodologists. The creative output is in the form of a ‘Prezine’ which is our concept and is a portmanteau bringing together ‘Prezi’ a presentation tool, and ‘zine’. The Prezine charts our creative conversation, moving between four connected rhizomes of thinking about creative research with children and young people: ‘the room where it happens’, being in the encounter, spaces for the unexpected, and what we are calling ‘methodological alchemy’. The Prezine documents our experiment in thinking about research futures where we openly and creatively explore the process of making this reflective resource about research ‘becomings’.
{"title":"A Creative Conversation for Re-imagining Creative Visual Methods with Children and Young People in Pandemic Times and Beyond","authors":"A. Ptolomey, Elizabeth L. Nelson","doi":"10.1177/13607804221089681","DOIUrl":"https://doi.org/10.1177/13607804221089681","url":null,"abstract":"In this project we forward insights about the importance of being in ‘the room where it happens’ – creating tactility and togetherness in the research encounter – for research with children and young people in times of the COVID-19 pandemic and beyond. Created in response to the intense uptake of digital methods catalysed by COVID-19, in this project we productively re-imagine moments from our creative visual research with children and young people from before the COVID-19 pandemic. This re-imagining began early in 2020 and has continued to evolve, incorporating our shifting perspectives and ‘thinking with’ the scholarship of leading creative methodologists. The creative output is in the form of a ‘Prezine’ which is our concept and is a portmanteau bringing together ‘Prezi’ a presentation tool, and ‘zine’. The Prezine charts our creative conversation, moving between four connected rhizomes of thinking about creative research with children and young people: ‘the room where it happens’, being in the encounter, spaces for the unexpected, and what we are calling ‘methodological alchemy’. The Prezine documents our experiment in thinking about research futures where we openly and creatively explore the process of making this reflective resource about research ‘becomings’.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"684 - 689"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804221098757
Helen Lomax, Kate Smith, B. Percy-Smith
This inaugural special issue of ‘Beyond the Text’ brings together a collection of visual arts (animation, creative and fine art, film, photographs, and zines) produced by children, young people, families, artists, and academics as part of co-created research during the 2020–2021 coronavirus pandemic. Our aim, in making these pieces available in this new publication format, is to illustrate the potential of visual arts as a form of co-creation and knowledge exchange which can transcend the challenges of researching ‘at a distance’, enable participants and co-researchers to share their stories, and support different ways of knowing for academic, policy, and public audiences. This is not to suggest that such methods offer transparent windows into participants’ worlds. As the reflections from the contributing authors consider, visual arts outputs leave room for audience interpretations, making them vulnerable to alternative readings, generating challenges and opportunities about how much it is possible to know about another and what is ethical to share. It is to these issues of ethics, representation, and voice that this special issue attends, reflecting on the possibilities of arts-based approaches for knowledge generation and exchange in and beyond the coronavirus pandemic.
{"title":"Rethinking Visual Arts–Based Methods of Knowledge Generation and Exchange in and beyond the Pandemic","authors":"Helen Lomax, Kate Smith, B. Percy-Smith","doi":"10.1177/13607804221098757","DOIUrl":"https://doi.org/10.1177/13607804221098757","url":null,"abstract":"This inaugural special issue of ‘Beyond the Text’ brings together a collection of visual arts (animation, creative and fine art, film, photographs, and zines) produced by children, young people, families, artists, and academics as part of co-created research during the 2020–2021 coronavirus pandemic. Our aim, in making these pieces available in this new publication format, is to illustrate the potential of visual arts as a form of co-creation and knowledge exchange which can transcend the challenges of researching ‘at a distance’, enable participants and co-researchers to share their stories, and support different ways of knowing for academic, policy, and public audiences. This is not to suggest that such methods offer transparent windows into participants’ worlds. As the reflections from the contributing authors consider, visual arts outputs leave room for audience interpretations, making them vulnerable to alternative readings, generating challenges and opportunities about how much it is possible to know about another and what is ethical to share. It is to these issues of ethics, representation, and voice that this special issue attends, reflecting on the possibilities of arts-based approaches for knowledge generation and exchange in and beyond the coronavirus pandemic.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"541 - 549"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42298451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804221090550
L. Way, A. Tarrant, Linzi Ladlow, Jonah York, Adam Gorzelanczyk, Dylan Brown, W. Patterson
Our contribution draws upon a collaborative project called ‘Diverse Dads’, which ran between October 2020 and April 2021, during the 2020–2021 COVID-19 pandemic. The team comprised members of the North East Young Dads and Lads (NEYDL) Project, advisors from support organisations that champion inclusivity, and the Following Young Fathers Further (FYFF) research team. ‘Diverse Dads’ sought to identify and address gaps in service provision for young minoritised dads in the North East, and to promote cross-sector conversations concerning inclusive support for young dads from diverse communities. With support provided remotely by the FYFF team, peer research was undertaken by three young men from NEYDL. Our work highlights how methods of coproduction and cocreation were achieved during the pandemic. NEYDL is also embarking on an ambitious new digital service journey with partners DigiDAD, producing digital outputs that are made by and for young fathers. Working collaboratively, the peer research team and DigiDAD produced a set of videos designed to support training for professionals in mainstream, family, and statutory services. Showcasing one of these creative outputs, our contribution will discuss the continued value of coproduction and cocreation with young people and using creative, digital methods to support productive discussions between young fathers, professionals, and researchers.
{"title":"Cocreating with Young Fathers: Producing Community-Informed Training Videos to Foster more Inclusive Support Environments","authors":"L. Way, A. Tarrant, Linzi Ladlow, Jonah York, Adam Gorzelanczyk, Dylan Brown, W. Patterson","doi":"10.1177/13607804221090550","DOIUrl":"https://doi.org/10.1177/13607804221090550","url":null,"abstract":"Our contribution draws upon a collaborative project called ‘Diverse Dads’, which ran between October 2020 and April 2021, during the 2020–2021 COVID-19 pandemic. The team comprised members of the North East Young Dads and Lads (NEYDL) Project, advisors from support organisations that champion inclusivity, and the Following Young Fathers Further (FYFF) research team. ‘Diverse Dads’ sought to identify and address gaps in service provision for young minoritised dads in the North East, and to promote cross-sector conversations concerning inclusive support for young dads from diverse communities. With support provided remotely by the FYFF team, peer research was undertaken by three young men from NEYDL. Our work highlights how methods of coproduction and cocreation were achieved during the pandemic. NEYDL is also embarking on an ambitious new digital service journey with partners DigiDAD, producing digital outputs that are made by and for young fathers. Working collaboratively, the peer research team and DigiDAD produced a set of videos designed to support training for professionals in mainstream, family, and statutory services. Showcasing one of these creative outputs, our contribution will discuss the continued value of coproduction and cocreation with young people and using creative, digital methods to support productive discussions between young fathers, professionals, and researchers.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"675 - 683"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47073874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804221093077
Glynne Williams
The subtitle question of Bobby Duffy’s book suggests a simple answer. ‘Does when you are born shape who you are?’ Yes, of course it does. The truth is rather more complicated and, rather than focussing narrowly on supposed generational differences, as so many have done, Duffy shows why such explanations of social change are so often simplistic, inaccurate, or plain crass. The book’s central message is that differences between generations are key to understanding social change, but only if we remember that not every difference between older and younger people is a generational difference. The enduring features that identify a generation are easily confused with the effect of maturation and ageing (life cycle effects) on one hand, and population-wide developments (period effects) on the other. These are elementary distinctions, but crucial ones. We see where confusion leads when we hear complaints about the cost of the state pension falling on the young, or when successive cohorts of teenagers are caricatured as generations of ‘narcissists’. These three dimensions – generational, period, and life cycle – overlap, and disentangling them requires an understanding of data and of context. Using a combination of existing and original data, Duffy highlights social trends in the UK, as well as the USA and Europe, showing how headlines that focus on just one of the three dimensions usually fail to tell the whole story. This goes for subjective ratings of ‘wellbeing’ as much as for objective trends in home ownership and education. Duffy sometimes settles on a generational explanation where I would hesitate to discount period and life cycle effects. To take a commonly used example, the wide gap in social media use between 17-year-olds and 70-year-olds is marked, but it is surely more remarkable that uptake has been so rapid across the population as a whole. Similarly, Duffy’s data show that the various generations’ attitudes to immigration, pollution, and many other hot political issues have moved in parallel. Differences certainly exist, but these would appear to be less important than the overall trend. The possibility of competing interpretations, though, is exactly what Duffy is highlighting: all three dimensions need to be accounted for. Duffy dispatches quickly with popular generational stereotypes but sticks to the commonly used categories (‘Millennial’, ‘Baby Boomer’, etc.). The boundaries between these groups are arbitrary, and Duffy recognises the limitations that this brings. A 1093077 SRO0010.1177/13607804221093077Sociological Research OnlineBook Reviews book-review2022
{"title":"Book Review: Bobby Duffy, Generations: Does When You’re Born Shape Who You Are?","authors":"Glynne Williams","doi":"10.1177/13607804221093077","DOIUrl":"https://doi.org/10.1177/13607804221093077","url":null,"abstract":"The subtitle question of Bobby Duffy’s book suggests a simple answer. ‘Does when you are born shape who you are?’ Yes, of course it does. The truth is rather more complicated and, rather than focussing narrowly on supposed generational differences, as so many have done, Duffy shows why such explanations of social change are so often simplistic, inaccurate, or plain crass. The book’s central message is that differences between generations are key to understanding social change, but only if we remember that not every difference between older and younger people is a generational difference. The enduring features that identify a generation are easily confused with the effect of maturation and ageing (life cycle effects) on one hand, and population-wide developments (period effects) on the other. These are elementary distinctions, but crucial ones. We see where confusion leads when we hear complaints about the cost of the state pension falling on the young, or when successive cohorts of teenagers are caricatured as generations of ‘narcissists’. These three dimensions – generational, period, and life cycle – overlap, and disentangling them requires an understanding of data and of context. Using a combination of existing and original data, Duffy highlights social trends in the UK, as well as the USA and Europe, showing how headlines that focus on just one of the three dimensions usually fail to tell the whole story. This goes for subjective ratings of ‘wellbeing’ as much as for objective trends in home ownership and education. Duffy sometimes settles on a generational explanation where I would hesitate to discount period and life cycle effects. To take a commonly used example, the wide gap in social media use between 17-year-olds and 70-year-olds is marked, but it is surely more remarkable that uptake has been so rapid across the population as a whole. Similarly, Duffy’s data show that the various generations’ attitudes to immigration, pollution, and many other hot political issues have moved in parallel. Differences certainly exist, but these would appear to be less important than the overall trend. The possibility of competing interpretations, though, is exactly what Duffy is highlighting: all three dimensions need to be accounted for. Duffy dispatches quickly with popular generational stereotypes but sticks to the commonly used categories (‘Millennial’, ‘Baby Boomer’, etc.). The boundaries between these groups are arbitrary, and Duffy recognises the limitations that this brings. A 1093077 SRO0010.1177/13607804221093077Sociological Research OnlineBook Reviews book-review2022","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"787 - 788"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46650635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804221103608
Claire Paterson-Young
Staff experience in youth custody are often categorised by strains, which are affected by communication and support. This research explores the association between staff roles, within a Secure Training Centre in the England, and the levels of communication and support. It enhances our understanding of the challenges faced by staff members working with young people in custodial settings and how levels of communication and support are dictated by staff roles. Through questionnaires (N = 74) and interviews (N = 15) with staff, statistically significant relationship between staff role and levels of communication and support was identified. Through triangulation, this article illustrates the effectiveness of the job demands–resources model in understanding staff experiences with communication and supervisory support in youth custody. It has wide-ranging implications by providing sociologists with an effective model for understanding job satisfaction and stress and by providing policy-makers and organisations delivering custodial services an understanding of the communication and support required to reduce stress and turnover.
{"title":"‘. . . staff here are just dropped in the deep end’: The Impact of Roles on Communication and Supervisor Support in Youth Custody","authors":"Claire Paterson-Young","doi":"10.1177/13607804221103608","DOIUrl":"https://doi.org/10.1177/13607804221103608","url":null,"abstract":"Staff experience in youth custody are often categorised by strains, which are affected by communication and support. This research explores the association between staff roles, within a Secure Training Centre in the England, and the levels of communication and support. It enhances our understanding of the challenges faced by staff members working with young people in custodial settings and how levels of communication and support are dictated by staff roles. Through questionnaires (N = 74) and interviews (N = 15) with staff, statistically significant relationship between staff role and levels of communication and support was identified. Through triangulation, this article illustrates the effectiveness of the job demands–resources model in understanding staff experiences with communication and supervisory support in youth custody. It has wide-ranging implications by providing sociologists with an effective model for understanding job satisfaction and stress and by providing policy-makers and organisations delivering custodial services an understanding of the communication and support required to reduce stress and turnover.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"745 - 762"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46735682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804211066115
Anas, D. C. Nguyen, C. Nunn
Calais Again is a digital story recounting a young man, Anas’ experience of returning to France for the first time after migrating to the United Kingdom as a separated asylum-seeking child. Produced using biographical narrative and participatory arts-based research approaches, Calais Again was created as a rare self-authored contribution to Anas’ personal archive of migration documents, and as a resource for communicating the multiple and multi-layered journeys of asylum-seeking young people. In the context of COVID-19, the story additionally highlights how the pandemic is just one of many forces of ontological insecurity and constrained mobility in the lives of young forced migrants. While the project was commenced pre-pandemic, the editing and launch of the digital story took place remotely, presenting ethical, methodological and relational challenges, but also unanticipated affordances. In particular, the spectrum of options for differentiated presence enabled by online events – from anonymous observation to co-presentation – offers unique opportunities for navigating safeguarding and agency for youth researchers.
{"title":"Calais Again","authors":"Anas, D. C. Nguyen, C. Nunn","doi":"10.1177/13607804211066115","DOIUrl":"https://doi.org/10.1177/13607804211066115","url":null,"abstract":"Calais Again is a digital story recounting a young man, Anas’ experience of returning to France for the first time after migrating to the United Kingdom as a separated asylum-seeking child. Produced using biographical narrative and participatory arts-based research approaches, Calais Again was created as a rare self-authored contribution to Anas’ personal archive of migration documents, and as a resource for communicating the multiple and multi-layered journeys of asylum-seeking young people. In the context of COVID-19, the story additionally highlights how the pandemic is just one of many forces of ontological insecurity and constrained mobility in the lives of young forced migrants. While the project was commenced pre-pandemic, the editing and launch of the digital story took place remotely, presenting ethical, methodological and relational challenges, but also unanticipated affordances. In particular, the spectrum of options for differentiated presence enabled by online events – from anonymous observation to co-presentation – offers unique opportunities for navigating safeguarding and agency for youth researchers.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"569 - 573"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42843903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804211066329
K. Pybus, Janette McEwan, K. Garthwaite, M. Power, Ruth Patrick, Sydnie Corley
Parents and carers taking part in the Covid Realities research programme came together to create a zine about their experiences during the pandemic, as well as focusing on what needs to change in the future and why. The zine was developed and designed collaboratively by participants and artist Jean McEwan, and supported by the research team, at a series of three virtual zine-making workshops during February and March 2021. The aim of the zine is to directly represent the voices of parents and carers, therefore giving power and expression to those with firsthand experience of living on a low income, who are frequently marginalised in broader policy-making conversations. Making zine pages together in small groups with the chance for conversation and discussion during the workshops also provided a source of social support for contributors. This is especially pertinent in the pandemic context, where it has been harder for people to find social spaces to connect.
{"title":"It’s Our Story: Parents and Carers’ Experiences during the Pandemic","authors":"K. Pybus, Janette McEwan, K. Garthwaite, M. Power, Ruth Patrick, Sydnie Corley","doi":"10.1177/13607804211066329","DOIUrl":"https://doi.org/10.1177/13607804211066329","url":null,"abstract":"Parents and carers taking part in the Covid Realities research programme came together to create a zine about their experiences during the pandemic, as well as focusing on what needs to change in the future and why. The zine was developed and designed collaboratively by participants and artist Jean McEwan, and supported by the research team, at a series of three virtual zine-making workshops during February and March 2021. The aim of the zine is to directly represent the voices of parents and carers, therefore giving power and expression to those with firsthand experience of living on a low income, who are frequently marginalised in broader policy-making conversations. Making zine pages together in small groups with the chance for conversation and discussion during the workshops also provided a source of social support for contributors. This is especially pertinent in the pandemic context, where it has been harder for people to find social spaces to connect.","PeriodicalId":47694,"journal":{"name":"Sociological Research Online","volume":"27 1","pages":"604 - 674"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44068841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/13607804211064914
Aissatou, Evangelia Prokopiou, Lucy Leon, Musharraf Abdullayeva, Mirfat, Osman, Pauline Iyambo, R. Rosen, Rebin, V. Meetoo, Zak
What imagery best evokes the violence unaccompanied child migrants feel when asked, or made, to tell their story over and over, as well as the violence of not being asked nor being heard? How can we show both strength and struggle in difficult times and often uncaring places such as the UK’s hostile migration regime? Taking these questions as a jumping off point, this article offers three key responses, drawing on experiences of co-producing the research-based film, Stories too big for a case file, which accompanies this text. These reflections highlight the importance of participatory, change-oriented research that ‘cares’ for participants; the value of creative forms of knowledge production and aesthetic modes of expression for communicating the affective complexities of research material; and, the importance of turning the representational gaze outwards towards systems and institutions to avoid situating social inequities as individual failings and to, instead, invite viewers to ‘walk together’ in solidarity with research interlocutors.
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