In this dissertation, I focus on the sociological analysis of the child-centred perspective in the context of research on the integration of migrant children. The thesis has two aims: 1) a critical examination of the concept of the child-centred perspective with a focus on a specific epistemological and methodological approach in sociology/social science and its characteristics, potentials, challenges and limitations when studying migrant children in the context of potential vulnerability, intercultural differences, language limitations, etc. of these groups and 2) an empirical examination of the child-centred perspective in relation to the language and the integration of migrant children and an exploration of how child-centred perspectives intersect with existing adult-centred perspectives. The central research question I pose is: What are the characteristics, challenges and limitations of the child-centred perspective in researching the integration of migrant children?
The dissertation covers the niche area at the intersection of child-centred research and the sociology of migration, which recognises the importance of understanding (migrant) children's experiences and views of migration and integration. It consists of three substantive sections: the first provides a theoretical framework for the child-centred perspective; the second addresses the epistemological, methodological and ethical aspects of researching migrant children from a child-centred perspective; and the third presents an empirical case study. The research is based on theoretical analysis, reflexivity of own field research and secondary analysis of qualitative data.
The child-centred perspective is characterised by the fact that it places children, their views and opinions at the centre, recognises their agency, acknowledges the "contextuality" of children's voices and recognises the lives of (migrant) children beyond dualistic perspectives. From a methodological perspective, the characteristics of the child-centred perspective are the use of (innovative) methods, usually of a qualitative nature or a combination of methods, in which children are actively involved in the research process. However, the methods themselves are not child-centred, but the researchers play a central role here with their reflexivity and ethical care beyond procedural ethics. The challenges of the child-centred perspective in researching the integration of migrant children are divided into three sections: Challenges of definition, challenges of conducting research with children, and challenges related to recognising the complexity of migrant children's lives. In the empirical part of the research, based on the secondary analysis of child-centred research, five key themes were identified that characterise children's views on integration in relation to language: 1) responsibility for integration, 2) the othering, 3) the coexistence of inclusion and exclusion, 4) language as an element of vulnerability and agency, and 5) children as linguistic and intercultural mediators.
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