Unlocking voices? Child-centred creative research methods in a school ethnography

This paper explores methodological findings from a study on the development of ethnic identities of migrant children and perceptions of their school environment in Brexit England. A school ethnography was undertaken in a multi-ethnic institution in Southeast England, involving participant observation and creative methods with pupils from migrant backgrounds. The study employed child-centred methods, specifically drawing, photo voice, and Persona Dolls. The findings show that the methods facilitated children to express their thoughts and feelings and offered deep insights into their school experiences, identities, and relationships. However, structural and procedural barriers in the wider school environment limited the full expression of children’s voices.