Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29583
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dc.contributor.authorRogers, Margen
dc.contributor.authorBoyd, Wendyen
dc.date.accessioned2020-10-23T05:44:22Z-
dc.date.available2020-10-23T05:44:22Z-
dc.date.issued2020-
dc.identifier.citationEuropean Early Childhood Education Research Journal, 28(5), p. 642-658en
dc.identifier.issn1752-1807en
dc.identifier.issn1350-293Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/29583-
dc.description.abstractThe Mosaic approach has been used as a form of participatory research for over two decades. It has been popular with researchers in the early childhood education and disability sectors because it encourages the participants to utilise a large range of communication tools, rather than relying on verbal and written data. Promoters of the Mosaic approach generally place great importance on capturing children’s voices in response to the United Nations Convention on the Rights of the Child (UNICEF 2015), and the need to address the inequities of the child participant/researcher and the adult researcher. Furthermore, the findings should be passed on to those adults who make decisions that affect the children, thereby increasing children’s agency. While these are imperative components of the Mosaic approach, the authors argue that there are times when adults’ voices, such as parents, carers, practitioners and educators, can add to the richness and meaning of Mosaic data that the children have originally captured but are not understood by other adults, potentially adding weight to children’s voices when advocating to those who make decisions that affect children’s lives. Reflecting on the original framework for listening to children’s voices by Clark and Moss [2011. Listening to Children: The Mosaic Approach. London: National Children's Bureau], we adapted the model to suit a particular research context and project. Reflecting on and expanding the framework may be of interest to researchers and practitioners who work with the Mosaic Approach and who gather and promote marginalised voices.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofEuropean Early Childhood Education Research Journalen
dc.titleMeddling with Mosaic: reflections and adaptationsen
dc.typeJournal Articleen
dc.identifier.doi10.1080/1350293X.2020.1817236en
local.contributor.firstnameMargen
local.contributor.firstnameWendyen
local.subject.for2008130102 Early Childhood Education (excl. Maori)en
local.subject.seo2008970113 Expanding Knowledge in Educationen
local.profile.schoolSchool of Educationen
local.profile.emailmbaber@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage642en
local.format.endpage658en
local.identifier.scopusid85090942776en
local.peerreviewedYesen
local.identifier.volume28en
local.identifier.issue5en
local.title.subtitlereflections and adaptationsen
local.contributor.lastnameRogersen
local.contributor.lastnameBoyden
dc.identifier.staffune-id:mbaberen
local.profile.orcid0000-0001-8407-7256en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/29583en
local.date.onlineversion2020-09-11-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleMeddling with Mosaicen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorRogers, Margen
local.search.authorBoyd, Wendyen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000569335500001en
local.year.available2020en
local.year.published2020en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/a0320de9-eacb-4a15-b992-df8668f75a73en
local.subject.for2020390302 Early childhood educationen
local.subject.seo2020280109 Expanding knowledge in educationen
local.subject.seo2020280114 Expanding knowledge in Indigenous studiesen
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School of Education
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