1. Gatekeeping Jan Falloon University of Western Sydney

2. A Challenge of child centred research Negotiating and engaging with large numbers of gatekeepers

3. Who? Parents & other carers Parents & other carers Agencies Agencies Caseworkers Caseworkers Ethics committees Ethics committees Researchers Researchers Children and young people Children and young people

4. Attributes of the gated Barzilai-Nahon (2008) identifies four attributes of the 'gated' Barzilai-Nahon (2008) identifies four attributes of the 'gated' political power (their ability to set agendas or change their preferences), political power (their ability to set agendas or change their preferences), information production information production relationship with the gatekeeper relationship with the gatekeeper and alternatives. and alternatives.

5. Political power Conscious, unconscious or positively supporting the status quo Positioning of children Positioning of children Control of information, policy & practice Control of information, policy & practice and decision making Those within the welfare system are in double jeopardy Those within the welfare system are in double jeopardy

6. Relationship with gatekeepers ‘gating’ of the gatekeepers ‘gating’ of the gatekeepers Relationship with gatekeeper Relationship with gatekeeper

7. Ownership of information production Negotiated through adults Negotiated through adults Child-centred research – included in but often not controlled by children Child-centred research – included in but often not controlled by children Children as researchers ? Children as researchers ?

8. Alternatives Children’s parliaments & other information sharing or knowledge production fora Children’s parliaments & other information sharing or knowledge production fora Children as researchers? Children as researchers?

9. Why gatekeep? POWER Unequal power relationships Unequal power relationships Positioning of children & young people Positioning of children & young people Dichotomy - us and them Dichotomy - us and them

10. PROTECTION VULNERABILITY Protection because of children’s perceived vulnerability Protection because of children’s perceived vulnerability Particularly relevant in the child welfare sector where the state frequently has stepped in to ‘protect’ children as the ultimate authority Particularly relevant in the child welfare sector where the state frequently has stepped in to ‘protect’ children as the ultimate authority Protection from having their views heard-> further silencing Protection from having their views heard-> further silencing

11. (IN)COMPETENCE (IN)COMPETENCE Protection because of children’s perceived Incompetence Protection because of children’s perceived Incompetence Age related Age related Protection of agencies/workers/parents Protection of agencies/workers/parentscompetence Our competence as researchers? Our competence as researchers?

12. ‘Best Interests’ Determined by whom? Determined by whom? Concept underpins much child welfare work Concept underpins much child welfare work Many of us make our living from children Many of us make our living from children

13. Context/Functions Time constraints in busy schedules Time constraints in busy schedules Competing priorities – parents children agencies Competing priorities – parents children agencies Systemic practice eg ethics committees Systemic practice eg ethics committees

14. How do we overcome these challenges? Broadly Advocating for the recognition of children’s agency Advocating for the recognition of children’s agency Education around children’s competence Education around children’s competence Recognition of the rights of children to have a say Recognition of the rights of children to have a say

15. More specifically Consent to research Consent to research - children & young people to decide to participate in the first instance to participate in the first instance - homeless young people? -ongoing consent Working with/challenging ethics committees Working with/challenging ethics committees alternative ways of engaging with children

16. and Ensuring our research is relevant to those involved Ensuring our research is relevant to those involved Improving our communication & information Improving our communication & information Building partnerships with agencies & workers – collaborative research Building partnerships with agencies & workers – collaborative research Action research Action research

17. Dissemination of research findings– refereed journals and more accessible publications/forums press etc Dissemination of research findings– refereed journals and more accessible publications/forums press etc Developing our own skills Developing our own skills

18. We often try to ‘protect’ children & young people who are in the child welfare system but by not hearing their views by not ensuring their feelings and experiences are central to our policy and practice we run the risk of further harming them and those who follow