What do we lose when we lose children?
Re-childing the COVID-19 pandemic; and what we lose from the un-childed public “As the pandemic has shown, when children are neither seen nor heard they are easily forgotten from the… Read more What do we lose when we lose children? →
Love and Agency in Ethnographic Fieldwork with Children
Analysing emotions such as love can enable new ways of understanding human relationships
and deepen reflexive ethnographic practice. Love in research with children, however, carries a unique set of implications
What do Arts-Based Methods Do?
A Story of (what is?) Art and Online Research with Children During a Pandemic By Julie Spray, Jean Hunleth and Hannah Fechtel Spray, Julie, Hannah Fechtel, and Jean Hunleth. 2022.… Read more What do Arts-Based Methods Do? →
Drawing Perspectives Together: What Happens When Researchers Draw With Children?
What happens when researchers draw with children?
Inequitable mobilities: intersections of diversity with urban infrastructure influence mobility, health and wellbeing
“The institutionalised privileging of Western paradigms in decision-making and the enduring nature of infrastructure converge to perpetuate an ‘infrastructural violence’ (Rodgers and O’Neill 2012) upon Aotearoa’s Māori peoples, inflicting harms… Read more Inequitable mobilities: intersections of diversity with urban infrastructure influence mobility, health and wellbeing →
Where have all the Children Gone? Against Children’s Invisibility in the COVID-19 Pandemic
“The problem here is that Abby’s, Chiko’s and Teuila’s experiences with TB and RF programming have been invisible to the adults who design and fund the health programmes that shaped their lives. And we see this troubling trend in public health and policy approaches to COVID-19.”
Towards a Child-Centred Public Health: Lessons from Rheumatic Fever Prevention in Aotearoa New Zealand
“Neglecting children’s perspectives has important consequences, not only for children’s wellbeing and experience, but for an intervention’s success. I argue that good child health policy should be predicated on regard for children as whole people: as social actors and participants in public life, whose experiences, understandings, interpretations and practices matter and can mediate the effectiveness of policy interventions.”
Julie Spray 