Browsing by Person "Muir, Andrew"

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Considering issues of power, vulnerability, validity and reliability of research when involving children and young people as research participants
(2015-06) Giatsi Clausen, Maria; Scandrett, Eurig; Muir, Andrew
Research with children is viewed often as, potentially, different from research with adults, mainly, because of adult perceptions of children and children's position in adult society, or because children are viewed to be different. Those that argue adapted research techniques with children, also emphasize the competence of children. There however lies also a potential controversy and a question on why, if children are indeed competent social actors, there is a need to use 'child-friendly' methods to communicate with them. This paper presents current debates on the topic, and a key argument that research with children is influenced by the way in which researchers perceive the status of children; this then influences the choice of methods. Views on whether or not children are indistinguishable from adults, or whether or not adults can be full participants of children' worlds, will be presented and discussed alongside ethics and power differentials. The impact of such views as well as other issues on methodological choices will be also discussed. These other issues may include assumptions about childhood; extent to which research with children is valid and reliable, use of language and researcher's interpretation; vulnerability; selection of research settings. Advantages and disadvantages of using a variety of adapted methods (e.g. visual methods) to involve children in research are also discussed. In relation to power and equality in the research process, this paper discusses sources of power and to what extent these are direct (i.e. between individuals) or indirect- (result of socially constructed power).
Occupational Therapy and the Affirmative Model of Disability
(Sage, 2008) Ballantyne, Elaine; Muir, Andrew; Swain, J.
This authoritative collection of writings examines and challenges traditional notions of disability. Edited and written by leading experts in the field, it offers a multidisciplinary approach to disability studies, incorporating perspectives from a wide range of health and social care services, as well as a distinct and unique emphasis on the views, experiences, work and personal testimonies of disabled people themselves. The book is divided into three sections, each of which is prefaced by an editorial introduction which brings together the key themes and issues under discussion. Each section: Examines the dominant assumptions about disability and impairment and their historical and cultural contexts Documents the challenges to such presumptions generated by disabled people themselves Explores the implications of such challenges for professional policy and practice This ground-breaking book will be essential reading for those studying disability studies, social work, nursing, and allied health and social care at all levels. It will also be a thought-provoking and inspiring read for disabled people and activists, professionals and policy makers. John Swain is based in the School of Health, Community and Education Studies at Northumbria Univeristy. Sally French is based at the Open Univeristy. Previous publications include the co-edited Disabling Barriers, Enabling Environments, Second Edition (SAGE, 2004).