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| Research article summary (published 30 Mar 2003): |
Getting critical with children: empowering approaches with a disempowered group.
Full Abstract
The study of children and childhood has historically been accorded a marginal place in the health, human, and social sciences. In part, this is due to prevailing Western ideology that constructs children as passive, presocial, innocent, and vulnerable. The dominant discourse is further characterized by the treatment of children as a homogeneous group, devoid of race, class, or gender. While many investigators have described strategies for the conduct of research that is situated in the interpretive paradigm, there has been no comparable articulation of ideas regarding the conduct of critically grounded research when our participants are children. The purpose of this article is to put forth a historical and contextual analysis of childhood, including a discussion of evolving perspectives about childhood. The manner by which changing social, political, and environmental landscapes have contributed to the marginalization and disenfranchisement of children is examined. Finally, strategies for conducting nursing research that is grounded in the critical paradigmatic perspective, with the simultaneous aims of action, change, and empowerment, are proposed.
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Author information
Author/s: Berman, Helene (H);
Affiliation: School of Nursing, University of Western Ontario, London, Canada. hberman@uwo.ca
Journal and publication information
Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Review
Journal: ANS. Advances in nursing science (ANS Adv Nurs Sci), published in United States. (Language: eng)
Reference: -2003 Apr-Jun; vol 26 (issue 2) : pp 102-13
Dates: Created 2003/06/10; Completed 2003/06/27; Revised 2007/10/26;
PMID: 12795539, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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