ABSTRACT Although peer-led focus groups are widely used in research with children and young people, surprisingly little has been written that evaluates their methodological appropriateness. Drawing on data from 10 peer-led focus group sessions across 5 international schools, this article demonstrates how focus group discussions around moral and social values, which become more meaningful though the self-reflection provoked in encounters with different experiences and perspectives, can be advantageous for research. Peer-moderators, as both participants and facilitators, run focus groups that open dialogic spaces for exploratory talk that avoids the self-censure and deference that can emerge in the presence of an adult moderator. This is particularly important when participants are structurally disadvantaged and lack similar spaces for collaborative inquiry into their shared experiences. Video capture allows researchers in-depth access to these focus groups after the event, revealing evidentially and pedagogically rich dialogues.

中文翻译：

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同行领导的焦点小组作为探索年轻人不断演变的价值观的“对话空间”

摘要 尽管同行领导的焦点小组广泛用于儿童和年轻人的研究，但令人惊讶的是，评估其方法适当性的文章却很少。本文利用来自 5 所国际学校的 10 个同伴主导的焦点小组会议的数据，展示了围绕道德和社会价值观的焦点小组讨论如何变得更有意义，尽管在遇到不同的经历和观点时会引发自我反省用于研究。同伴主持人，既是参与者又是促进者，运行焦点小组，为探索性谈话打开对话空间，避免在成人主持人在场时可能出现的自我谴责和尊重。当参与者在结构上处于不利地位并且缺乏对其共享经验进行协作探究的类似空间时，这一点尤其重要。视频捕获使研究人员能够在事件发生后深入访问这些焦点小组，揭示证据和教学上丰富的对话。