Abstract
Background and context: This presentation explores socially just research methods in education that engage the perspectives of underrepresented individuals. We draw on the work of members of SETA’s (Social Justice, Equity and Education Policy Research) theme group to provide examples of methods used in a completed project and two projects in progress. Research aims: We aim to share methodologies used by three team members to amplify the voices of marginalised individuals to address social justice concerns in research. The values underpinning the work drive our desire to collaborate ethically with participants to draw on their lived experiences through research. In doing so, we aim to address current societal imbalances and tendencies to privilege particular ways of knowing and researching that perpetuate inequities. Methods and approach: Our presentation acknowledges our ethical responsibilities and the need to address actual and perceived power imbalances. Having grounded the collaboration of this research theme group in values that demand actions, we examine new ways to support meaning making including exploring creative and post-qualitative methodologies. Pertinent issues include understanding our shared humanness as well as our diversities such that methods support communication and collaboration that is meaningful and respectful.
Results and findings: Findings from one study emphasise the importance of inclusive school cultures and ethical research practices that support children and adolescents from vulnerable backgrounds. Future research positions post-qualitative inquiry, arts-based approaches, and storytelling as powerful tools to amplify underrepresented voices. Real-world impact and relevance to the conference theme (social and environmental justice): By embracing innovative methodologies, researchers can engage young people - including those who are neurodivergent - as co-creators of knowledge, valuing their lived experiences and perspectives. These creative methodologies offer useful ways for all vulnerable children and youth to participate meaningfully in shaping transformative educational futures.