ERIC Number: EJ1266208
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
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ISSN: ISSN-0305-764X
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Peer-Led Focus Groups as 'Dialogic Spaces' for Exploring Young People's Evolving Values
Djohari, Natalie; Higham, Rupert
Cambridge Journal of Education, v50 n5 p657-672 2020
Although peer-led focus groups are widely used in research with children and young people, surprisingly little has been written that evaluates their methodological appropriateness. Drawing on data from 10 peer-led focus group sessions across 5 international schools, this article demonstrates how focus group discussions around moral and social values, which become more meaningful though the self-reflection provoked in encounters with different experiences and perspectives, can be advantageous for research. Peer-moderators, as both participants and facilitators, run focus groups that open dialogic spaces for exploratory talk that avoids the self-censure and deference that can emerge in the presence of an adult moderator. This is particularly important when participants are structurally disadvantaged and lack similar spaces for collaborative inquiry into their shared experiences. Video capture allows researchers in-depth access to these focus groups after the event, revealing evidentially and pedagogically rich dialogues.
Descriptors: Peer Teaching, Focus Groups, Moral Values, Social Values, Reflection, Research Methodology, Adolescents, Private Schools, Program Effectiveness, Student Leadership, Educational Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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