This article offers an analysis of a continuum along which interactive, participatory and emancipatory inquiries may be placed in critical qualitative research with a social justice focus. It draws on critical distinctions to make the argument that labelling research ‘participatory’ hides both interactive approaches and those that might be seen to be emancipatory in the vein of Paolo Freire and Stanley Biggs. To support the argument for a continuum of engaged research, four recent research studies from South Africa, Cameroon, Nigeria (...) and Sierra Leone that address youth marginality and views on an array of topics are discussed with a view to articulating divergences and convergences in approaches. Included are considerations around adapting research for specific audiences and participants, the location of power, research ethics, as well as the demystification and democratisation of knowledge ownership and generation, and the nature of collaboration. The article offers tentative criteria by which research may be located along the suggested continuum and argues that an emancipatory approach, whilst being key to bringing about change or freedom, is a difficult but not impossible aim to achieve in research. (shrink)

Despite having international and national legislative frameworks and policies that guarantee children’s rights and encourage their participation in matters affecting them, consulting children has received scant scholarly attention in the African context. Notwithstanding this state of affairs, it is important to ask whether, in keeping with growing progressive practices, having children as active researchers is a feasible goal to achieve and, if so, how might this be possible. Drawing on Swartz and Nyamnjoh’s framework of research existing along an emancipatory continuum, (...) we argue for practical, methodological interventions to bridge the researcher–researched divide. We show, using four case studies, how giving children a voice – a key feature of emancipatory research – as participants in educational research has the potential to afford them space to co-enact the research and develop their sense of agency. The four case studies were drawn from investigations of lived experiences of orphaned children and conceptions of education quality in South Africa; consulting children about sex and HIV/AIDS education in South Africa, Tanzania and Kenya; a study of a community-based peer education programme in South Africa and language and mathematics skills assessments in a large-scale study. Within each case, we evaluate the extent to which the research methods used aims for and achieves children’s participation and emancipation and offer ways to overcome challenges for adopting emancipatory approaches in the schooling sector from ethical, policy and political perspectives. The article concludes with recommendations for implementing emancipatory methodologies in educational research involving children. (shrink)