References
- Alderson, P. (1995). Listening to children: children, ethics and social research. Ilford: Dr Barnardo’s.
- Alderson, P., & Goodey, C. (1996). Research with disabled children: how useful is child-centred ethics? Children & Society, 10(2), 106-116.
- Ashcroft, B., Griffiths, G., & Tiffin, H. (2002). The empire writes back: Theory and practice in post-colonial literatures. New York: Routledge.
- Beazley, H., Bessell, S., Ennew, J., & Waterson, R. (2011). How are the human rights of children related to research methodology. In: A. Invernizzi & J. Williams (Eds.), The human rights of children: From visions to implementation (pp. 159-178). ASHGATE.
- Canosa, A., Graham A., Wilson, E. (2018). Reflexivity and ethical mindfulness in participatory research with children: What does it really look like? Childhood, 25(3), 400-415.
- Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children. Childhood, 9(4), 477-497.
- Clark, J. (2004). Participatory research with children and young people: philosophy, possibilities and perils. Action Research Expeditions, 4(11), 1-18.
- Connel R. http://www.raewynconnell.net/p/theory.html (accessed: January 5, 2019).
- Convention on the Rights of the Child (CRC) adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989: Retrieved from: http://www.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_united_nations_convention_on_the_rights_of_the_child.pdf (accessed: December 20, 2018).
- Cousins, W., & Milner, S. (2007). Small voices: Children’s rights and representation in social work research. Social Work Education, 26(5), 447-457.
- Denzin, N.K. (2017). Critical qualitative inquiry. Qualitative Inquiry, 23(1), 8-16.
- Ennew, J., & Plateau, D. (2004). How to research the physical and emotional punishment of children. Bangkok: International Save the Children Alliance, Southeast, East Asia and Pacifc Region. Ennew, J., & Plateau, D. (2005). ‘I cry when I am hit’: Children have the right to be properly researched. Paper contributed to UNESCO, Eliminating Corporal Punishment - The Way Forward to Constructive Child Discipline. Paris: UNESCO.
- Esser, F., Baader, M.S., Betz, T., & Hungerland, B. (Eds.) (2016). Reconceptualising agency and childhood: New perspectives in childhood studies. London: Routledge.
- Ethical Research Involving Children. Retrieved from: https://childethics.com (accessed: January 5, 2019).
- Feinstein, C., & O’Kane, C. (2008). Ethical Guidelines. For ethical, meaningful and inclusive children’s participation practice, Save the Children Norway 2008. Retrieved from: https://childethics.com/wp-content/uploads/2013/09/Feinstein-OKane-2008.pdf (acessed: January 5, 2019).
- Fine, M. (2016). Just methods in revolting times. Qualitative Research in Psychology, 13(4), 347-365.
- Fine, M. (2017). Just research in contentious times: Widening the methodological imagination. New York, NY: Teachers College Press.
- Graham, A., Powell, M., Taylor, N., Anderson, D., & Fitzgerald, R. (2013). Ethical Research Involving Children. Florence: UNICEF Office of Research - Innocenti.
- Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Ethical Questions in Relation to Participatory Research with Children and Young People. In: S. Groundwater-Smith, S. Dockett, & D. Bottrell, Participatory research with children and young people. Sage.
- Kellett, M. (2005). Children as active researchers: a new research paradigm for the 21st century? ESRC, UK. Retrieved from: http://oro.open.ac.uk/7539/1/MethodsReviewPaperNCRM-003.pdf (accessed: January 5, 2019).
- Kirby, P. (1999). Involving Young Researchers. York: York Publishing Services.
- Lee-Treweek, G., & Linkogle, S. (Eds.) (2000). Danger in the field. Risk and ethics in social research. London: Routledge.
- Liebel M., (2017). Badania realizowane przez dzieci: doświadczenia z dziećmi „niedopasowanymi”, In: M. Liebel & U. Markowska-Manista, Prawa dziecka w kontekście międzykulturowości. Janusz Korczak na nowo odczytywany (pp. 221-240). Warszawa: Wyd. Akademii Pedagogiki Specjalnej.
- Markowska-Manista U., (2017). The dilemmas and passions in intercultural field research - a female pedagogue’s ethnographic notes, In: U. Markowska-Manista & J. Pilarska (Eds.), An Introspective Approach to Women’s Intercultural Fieldwork (pp. 126-147). Warszawa: Wyd. Akademii Pedagogiki Specjalnej.
- Morrow, V. (2008). Ethical dilemmas in research with children and young people about their social environments. Children’s geographies, 6(1), 49-61.
- Nigel T., & O’kane, C. (1998). The ethics of participatory research with children. Children & society, 12(5), 336-348.
- Phelan, S.K., & Kinsella, E.A. (2013). Picture this... safety, dignity, and voice - Ethical research with children: Practical considerations for the reflexive researcher. Qualitative inquiry, 19(2), 81-90. Prout A., & James, A. (Eds) (1997). Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. London, New York: Falmer Press.
- Rancew-Sikora, D., & Cymbrowski, B. (2016). Dylematy etyczne i ryzyko w badaniach terenowych. Przegląd Socjologii Jakościowej, 12(3), 6-21.
- Research Involving Children: <https://ethics.grad.ucl.ac.uk/forms/guidance1.pdf>
- Shaw, C., Brady L.-M. & Davey C. (2011). Guidelines for Research with Children and Young People. London: NCB Research Centre. Retrieved from: https://www.nfer.ac.uk/nfer/schools/developing-young-researchers/NCBguidelines.pdf (accessed: January 5, 2019).
- Smith, A.B. (2007). Children as social actors: An introduction. International Journal of Childrens Rights, 15.1.
- Spivak, G. (2013). Can the subaltern speak? In: P. Williams, & L. Chrisman (Eds.), Colonial discourse and post-colonial theory. The reader (pp. 66-111). Oxon: Routledge.
- Spivak, G.C. (1988). Can the subaltern speak? Reflections on the history of an idea, In: C. Nelson, & L. Grossberg (Eds), Marxism and the Interpretation of Culture (pp. 21-78). London: Macmillan.
- Spyrou, S. (2011). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2), 151-165.
- Therien, J. P. (1999). Beyond the North-South divide: the two tales of world poverty. Third World Quarterly, 20(4), 723-742.
- Therien, J.-P. (2010). Beyond the North-South divide: The two tales of world poverty. Third World Quarterly, 20 (4), 723-742. doi: 10.1080/01436599913523.
- Twum-Danso Imoh, A., Bourdillon, M., & Meichsner, S. (2019). Introduction: Exploring Children’s Lives Beyond the Binary of the Global North and Global South. In: A. Imoh Twum-Danso, M. Bourdillon, & S. Meichsner, Global Childhoods beyond the North-South Divide (pp. 1-10). Palgrave Macmillan.
- Twum-Danso, A. (2009). Situating participatory methodologies in context: the impact of culture on adult-child interactions in research and other projects. Children’s Geographies, 7(4), 379-389. DOI: 10.1080/14733280903234436.