Roseanna Bourke is an Associate Professor of Learning and Assessment, and a registered psychologist, in the Institute of Education at Massey University, Palmerston North, New Zealand. She researches and publishes in the area of children’s learning, how people learn in formal and informal settings, sustainable assessment in higher education, student voice, and applied professional ethics. Roseanna is an Associate Editor of the International Journal of Student Voice, and Section Editor of ‘Student voice and partnership in practice’ for the Springer Encyclopedia of Teacher Education.

• Introduction: The ethics of including and ‘standing up’ for children and young people in educational research 1. Accountability through access, authenticity and advocacy when researching with young children 2. Ethical dilemmas of youth participatory action research in a democratic setting 3. A sociocultural analysis of the ethics of involving children in educational research 4. Listening ethically to indigenous children: experiences from India 5. Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings 6. Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children 7. Exploring the ethical issues related to visual methodology when including young children’s voice in wider research samples 8. Ethical issues in listening to young children in visual participatory research

Roseanna Bourke is an Associate Professor of Learning and Assessment, and a registered psychologist, in the Institute of Education at Massey University, Palmerston North, New Zealand. She researches and publishes in the area of children’s learning, how people learn in formal and informal settings, sustainable assessment in higher education, student voice, and applied professional ethics. Roseanna is an Associate Editor of the International Journal of Student Voice, and Section Editor of ‘Student voice and partnership in practice’ for the Springer Encyclopedia of Teacher Education.

• Introduction: The ethics of including and ‘standing up’ for children and young people in educational research 1. Accountability through access, authenticity and advocacy when researching with young children 2. Ethical dilemmas of youth participatory action research in a democratic setting 3. A sociocultural analysis of the ethics of involving children in educational research 4. Listening ethically to indigenous children: experiences from India 5. Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings 6. Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children 7. Exploring the ethical issues related to visual methodology when including young children’s voice in wider research samples 8. Ethical issues in listening to young children in visual participatory research

Roseanna Bourke is an Associate Professor of Learning and Assessment, and a registered psychologist, in the Institute of Education at Massey University, Palmerston North, New Zealand. She researches and publishes in the area of children’s learning, how people learn in formal and informal settings, sustainable assessment in higher education, student voice, and applied professional ethics. Roseanna is an Associate Editor of the International Journal of Student Voice, and Section Editor of ‘Student voice and partnership in practice’ for the Springer Encyclopedia of Teacher Education.

• Introduction: The ethics of including and ‘standing up’ for children and young people in educational research 1. Accountability through access, authenticity and advocacy when researching with young children 2. Ethical dilemmas of youth participatory action research in a democratic setting 3. A sociocultural analysis of the ethics of involving children in educational research 4. Listening ethically to indigenous children: experiences from India 5. Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings 6. Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children 7. Exploring the ethical issues related to visual methodology when including young children’s voice in wider research samples 8. Ethical issues in listening to young children in visual participatory research