Discarded data: an Ahmedian engagement with young children’s gendered accounts of violence and power

ABSTRACT

Qualitative researchers can discard data that are unsaturated or unrelated to research questions, but what do we do when these data affect us, or ‘haunt’ us, ‘long after collecting “it”’ (Taylor 2013, 691)? In this paper, we draw upon Sara Ahmed to guide our engagement with ‘discarded data’: young children’s gendered accounts of violence that unexpectedly arose during interviews about rest-time and relaxation in childcare. We show what it feels like to be affected by children’s accounts throughout the non-linear and zig-zagged ‘data analysis’ processes. Applying Ahmed’s conceptualisation of power as ‘directionality’, we critique the power of qualitative research conventions to define our focus as researchers and pay attention to what children raise: how they are directed towards gendered futures. We find that, in children’s accounts of violence, boys have more agency than girls as they participate in – and respond to – violence.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The Tooth Fairy is a fictitious character who gives children a coin as compensatory gift for losing a baby tooth, iconic in Western cultures.

2 Exact numbers pertaining to ethnicity/cultural background cannot be reported to ensure anonymity.

3 See Aileen Moreton-Robinson’s (2015, 2016) research for further explanation on the differences between Western and Indigenous epistemologies.

Additional information

Funding

This work was supported by The Australian Research Council Centre of Excellence for Children and Families over the Life Course (CE140100027); a Queensland Government Education Horizon Grant; and an Australian Government Research Training Program (RTP) Scholarship awarded to Emma Cooke.

Notes on contributors

Emma Cooke

Dr. Emma Cooke is a sociologist in the Child Development, Education and Care Group at the Institute for Social Science Research (ISSR), The University of Queensland. She researches the lived experiences of children, families and educators, focusing on: relaxation, sleep, gender, well-being and Early Childhood Education and Care.

Laetitia Coles

Dr. Laetitia Coles is a sociologist in the Child Development, Education and Care Group at ISSR with expertise in the sociology of gender, work and family. She manages the Sleep Transitions and Regularity study (STARs), and co-leads an ongoing survey examining the social, economic and wellbeing-related impacts of COVID-19 on individuals and families.

Andrew Clarke

Dr. Andrew Clarke is a sociologist in the School of Social Sciences at The University of New South Wales with expertise in the areas of social policy, urban sociology and social theory. He researches a diverse range of topics including poverty governance, housing and homelessness and critical policy studies.

Karen Thorpe

Professor Karen Thorpe leads the Child Development, Education and Care Group at ISSR. Her research focuses on the effects of early life experiences, in home and early education and care settings, on life-time trajectories of learning, wellbeing and social inclusion. Her work is directed to evidence-based actions in policy and practice.

Sally Staton

Dr. Sally Staton is a developmental psychologist in the Child Development, Education and Care Group at ISSR whose research focuses on enabling positive early life experience for all children. She researches the role of early care and education settings in supporting young children’s immediate and on-going social-emotional, cognitive and physical development.