“I am a world leader, directing an excellent team of – ”
“Outstanding is better; it corresponds to a score of 5, while excellent is only a 4.”
“Oh yes, I forgot. So, I’m a world leader, directing an outstanding team…”
Does this sound like a slightly ridiculous conversation? I hope so 🙂
It is a realistic one during Australian grant writing times though.* Researchers tell each other that they have to write to the scoring criteria, which involves a lot of self-congratulatory language (also, I learned that ‘outstanding’ really is more excellent than ‘excellent’, but that’s another issue).
So what I’m about to write would be shocking on a grant proposal: I lost momentum on something. Continue reading
..to the University of Melbourne!
‘The enemy,’ as one of my Monash colleagues put it, since these universities are the two big ones within the city. But she said it with a smile and we very much intend to continue collaborating.
My now-colleagues at the Child Health and Wellbeing Program invited the Lab and me to join them. We know each other since a few years and I have always admired their work. Mostly for their a) research into issues that have deep impact on children’s lives, including trauma and migration; b) focus on participatory research, having young people co-design research and co-interpret outcomes; and c) translation of research to practice and policy, by building long-term collaborations. Continue reading
What makes me feel embarrassed and how it can have productive outcomes was the topic of an earlier post already, so let’s dive in for part 2 of useful embarrassment in 2017:
PhD students in Australia ‘confirm’ their research proposal with a presentation at the end of their first year. Kati Marinkovic held her confirmation at the University of Melbourne this October, and I had the pleasure (while the embarrassment hadn’t hit) to read her fine report and attend her fantastic presentation.
Her project is titled “Is there a space for Participatory Action Research with Children in Disaster Risk Reduction Programs?”
Kati finds out whether and how children can be co-designers and co-researchers of disaster risk reduction programs. She collects data in both Chile and Australia, and has an impressive plan to set up a panel of co-researchers: children who live in disaster-prone environments.*
She aligns her work with a human rights perspective: children have the right to participate in decisions about their life. She cites Green (2015), saying that
“although many researchers advocate for children’s rights, many fail to involve them during the whole research process.”
And that’s where my stomach signaled a problem…embarrassment. Continue reading
“My ‘relationship’ with my Dad? I don’t have one….I feel like I am a pebble at the bottom of a stream and my Dad is this angry stream bashing me against all the other pebbles.”
This is one of the quotes that Stephanie Holt from Trinity College Dublin showed us this week. She presented an overview of her research with children in Ireland.
Domestic violence is a key marker for child abuse and neglect. Stephanie talked about the combination of fathers’ emotional absence on the one hand, and physically abusive presence on the other. She particularly focused on the context of ‘coercive control’, which limits someone’s freedom of movement and expression.
Being different, feeling powerless, and being scared were core themes for the children:
“I felt that I had a neon sign that told everyone what was going on in my family… I felt I wasn’t on the same wavelength as people…I thought that they were all happy families or whatever and I was kind of like the outcast”
“He shouts and curses and calls my Mum really, really mean names. I would say ‘stop Dad’, but he doesn’t listen.”
Stephanie showed that even very young children were able to convey experiences with domestic violence.
The children also talked about the pervasiveness of domestic violence. It was with them Continue reading