ABSTRACT

This article describes a nexus analysis of the lengthy, complex process of negotiating access to schools for a research project surveying 1,002 children (aged 9–12 years) about their digital and language practices. The analysis distinguished layers of adult-centered gatekeeping, each of which needed to be tackled in sequence. Bottlenecks particularly arose at the gatekeeping stage, in which superintendents of schools decided whether to grant research access to schools. Factors facilitating the research process included the hybrid data collection design, the procedures for obtaining parental consent, and the active collaboration with the children themselves. A significant discourse emerged among school stakeholders about research fatigue, a discourse that researchers need to take seriously. The implications for future school-based survey data collection involving children are discussed, particularly how collaboration between researchers and school stakeholders can be improved.

摘要

本文描述了一项对 1,002 名儿童（9-12 岁）的数字和语言实践进行调查的研究项目，对进入学校的漫长而复杂的谈判过程进行了关联分析。该分析区分了以成人为中心的把关层，每一层都需要按顺序处理。瓶颈尤其出现在把关阶段，在此阶段，学校负责人决定是否授予学校研究访问权。促进研究过程的因素包括混合数据收集设计、获得父母同意的程序以及与儿童本身的积极合作。学校利益相关者之间出现了关于研究疲劳的重要论述，研究人员需要认真对待这一论述。