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ABSTRACTChildren’s school transport has become a major research focus over the past 20 years, particularly within the fields of planning, transport geography, and children’s geographies. However, this work has rarely considered children living with disability. This article presents the pilot component of a visual ethnographic study about school transport within families living with childhood disability. It explains why we piloted the study, details the pilot process, and presents lessons learned from piloting the study with two families of children living with different mobility needs. The lessons largely concern the design of interview guides and the interviewing process, as well as the development of an adaptive photo kit to enable children’s independent participation. The article shows how piloting qualitative studies, particularly those involving disabled children, can be invaluable in terms of improving data collection technologies and logistics, as well as enabling inclusive participation. 相似文献
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Nicole Land Catherine Hamm Sherri-Lynn Yazbeck Ildikó Danis Miriam Brown Narda Nelson 《Children's Geographies》2020,18(1):30-43
ABSTRACTChildren, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood education, this article shares stories, practices, questions, and tensions generated within the inquiry. After outlining how we think with Facetime on iPhone within a common worlds pedagogies framework, we detail two practices generated in the inquiry: (1) exchanging digital place stories and (2) crafting pedagogical contact zones with place and technologies. These practices, we argue, make visible how our collaboration reconfigures children’s relationships with place and technologies in consequential ways, and risks generating uneasy, unfamiliar, and tentative pedagogies that respond to messy entanglements within digital, more-than-human common worlds. 相似文献
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