SAPS-RA-RP2 - Science avec et pour la société – Recherches participatives 2

Relations between peers and peer-Aid through the prism of participatory research – RAP

Submission summary

This project follows a research conducted in a participatory manner in 2014 on the exit from child protection institutions which gave rise to a political and militant commitment from the peer researchers involved in the form of the creation of mutual aid associations. young people leaving Repairs child protection.

Always working in a participatory way, this new research aims to analyze the links between peers in situations of vulnerability and the role of peer support, by broadening the questioning to apprehend it at different times of the life cycle (infancy, childhood , youth) and in different situations of vulnerability, linked to reception or family, social or health care in order to allow civil society actors to better support these paths of vulnerable children and young people.

A first axis of this work will focus on documenting relationships between peers at different stages of the life cycle in different situations of vulnerability.
What dynamics can be observed in relationships at different stages of the life cycle (infancy, childhood, youth) and in different situations of vulnerability, linked to reception or family, social or health care. By what factors are these peer relationships mediated? What supports and constraints represent these relationships during the journeys? With what effects on continuities and breaks in the pathways? What differences are observed between the different reception and care spaces?

A second axis will aim to focus on peer-to-peer learning and peer-help in these pathways
We will then focus on daily learning between peers in these situations of vulnerability. How is incorporated knowledge constructed in connection with families and professionals and through peer support ? How do children and young people move from the development of implicit knowledge, linked to the test, to the construction of explicit and scholarly knowledge? What are the biographical conditions that allow children and young people to develop these different types of knowledge? How is this knowledge mobilized in different contexts in relation to existing power relations? How can this emulation knowledge change public debate, intervention systems, research and training systems?

Finally, a last axis will aim to grasp the interests and limits of research by peers to understand these questions. Indeed, in the international literature, debates are open on the place left to children and young people, in a situation of vulnerability, in the research process, in parallel with questions on the evolution of the role of researchers

Project coordination

pierrine Robin (Laboratoire interdisciplinaire de recherche sur les transformations des pratiques éducatives et des pratiques sociales)

The author of this summary is the project coordinator, who is responsible for the content of this summary. The ANR declines any responsibility as for its contents.

Partner

LIRTES Laboratoire interdisciplinaire de recherche sur les transformations des pratiques éducatives et des pratiques sociales
REPAIRS REPAIRS

Help of the ANR 99,216 euros
Beginning and duration of the scientific project: - 18 Months

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