Whose voice is heard? The complexities of power when conducting research with children using visual and arts-informed methods

Abstract

Purpose

This article examines the power relationships between researcher and participants, children and adults, drawing on the theories of transgressions and resistance in power, during a research project concerning children's experiences of the visual arts.

Design/methodology/approach

Data were gathered conducted in two Scottish primary schools by employing visual and arts-based methods, and the article discusses the role they played in revealing acts of power between participants as well as providing insight of a child's world.

Findings

The article concludes by emphasising how these methods revealed a network of power acts which supported children to transgress, resist and reveal their world to the adult.

Research limitations/implications

The role of reflexion on the part of the researcher is key when undertaking research adopting participatory methods such as visual methods.

Originality/value

The article contributes to the ongoing discussions concerning visual methods research and their use in participatory research, and illustrates the complexities of power in this field.

Citation

Robb, A. (2023), "Whose voice is heard? The complexities of power when conducting research with children using visual and arts-informed methods", Qualitative Research Journal, Vol. 23 No. 5, pp. 557-568. https://doi.org/10.1108/QRJ-09-2022-0120