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In:Child-centered Approaches to Applied Linguistic Research
Edited by Yuko Goto Butler and Annamaria Pinter
[Research Methods in Applied Linguistics 13] 2025
► pp. 169–185

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Chapter 10
Child-centredness in research

Bringing together inclusive research and pedagogy

 | University of Warwick
Published online: 5 September 2025
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https://doi.org/10.1075/rmal.13.10pin
Abstract
This chapter addresses the reasons why I am committed to an active definition of child-centredness when working with children in research. My definition of child-centredness implies children’s active participation in the research project whatever shape or form that may take, as participation can vary from minimal/ modest to full participation. Given that children who participate in research in this active way are likely to view their everyday teaching and learning processes in conflict with the active research roles, I suggest a way forward that does not separate research from teaching and learning, i.e. considers research and pedagogy as the two sides of the same coin. To make this argument I concede that I exclusively refer to a specific type of research only, i.e., collaborative classroom-based action research. I introduce three examples and draw out key characteristics of classroom processes that are on the one hand considered as research and on the other hand as pedagogic practice. Finally, the chapter draws out key features of this approach for teacher-researchers who consider taking their first steps in this direction.
Article outline
  • Introduction
  • My journey to the current conception of child-centredness
  • Inclusive research with and by children: Links with pedagogy
  • Three examples
    • Collaborative action research and inclusive pedagogy
    • Transformative, action-oriented pedagogy: Intercultural education and global citizenship
    • Reggio Emilia and the mosaic approach — Pedagogic documentation
  • Discussion
  • Conclusion
  • References
References (57)
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