How to research the concept of national identity with child respondents in museum research

Veronika Kolaříková


Museums have been closely linked to national identity since the 19th century. Currently, museums have to cope with the ways they present themselves to visitors properly. Therefore, national identity in a museum has become the centre of research attention. Children are a large group of visitors who come into contact with the national narrative in museums. Involving children in the research of the concept of national identity constructed in the museum can bring many interesting findings. However, research with children is difficult. Especially for beginning researchers or museum staff, who do not have in-depth experience with qualitative research. Thus, the aim of the study is to present possible ways of researching national identity with children. Attention will be drawn to the discussion of which variables and which data collection techniques are possible to examine national identity and it’s concept with children.

Słowa kluczowe: national identity, children as respondents, museum research, photo-elicitation techniques, tożsamość narodowa, dzieci jako respondenci, badania muzealne, techniki photo-elicitation

Acocella I., The focus groups in social research: Advantages and disadvantages, “Quality & Quantity”2012, No. 46 (4), pp. 1125–1136.

Atkinson R.L. et al.Psychologie, Praha 2003.

Banks M., Using visual data in qualitative research, London 2007.

Barrett M., Children’s knowledge, beliefs, and feelings about nations and national groups, New York 2007.

Barrett M., Oppenheimer L., Findings, theories and methods in the study of children’s national identifications and national attitudes, “European Journal of Developmental Psychology” 2011, No. 8 (1), pp. 5−24.

Carey S., Undivided loyalties: Is national identity an obstacle to European integration? “European Union Politics”2002, No. 3 (4), 387−413.

Cieslik M., Introduction: Contemporary youth research: Issues, controversies and dilemmas [in:] Researching youth, eds. A. Bennett, M. Cieslik, S. Miles, London 2003, pp. 1−10.

Einarsdóttir J., Research with children: Methodological and ethical challenges, “European Early Childhood Education Research Journal”2007, No. 15 (2), pp.197−211.

Falk J., Dierking D., Adams M., Living in a learning society: Museums and free-choice learning [in:] A companion to museum studies, ed. S. Macdonald, Malden–Oxford 2006, pp. 323–339.

Flick U., Designing qualitative research, London 2007.

Gavora P., Naivné teorie dietata a ich pedagogické využitie, “Pedagogika” 1992, No. 42 (1), pp. 95−102.

Gavora P., Sprievodca metodológiou kvalitatívneho výskumu, Bratislava 2006.

Gavora P., Úvod do pedagogického výzkumu, Brno 2000.

Harper D., Talking about pictures: A case for photo elicitation, “Visual Studies”2002, No. 17 (1), pp. 13–26.

Hendl J., Kvalitativní výzkum, Praha 2005.

Hooper-Greenhill E., Studying Visitors [in:] A Companion to museum studies, ed. S. Macdonald, Malden–Oxford 2006, pp. 362–376.

Hroch M., Národy nejsou dílem náhody, Praha 2009.

Jandourek J., Sociologický slovník, Praha 1997.

Kolaříková V., Konstruktivistické teorie učení a jejich využití v edukační realitě muzea, “Pedagogická orientace”2018, No. 28 (3), pp. 496–540.

Kolaříková V., Nationalism, modernity, museums: Inspiration by the theory of Ernst Gellner, “UR Journal of Humanities and Social Sciences”2019, No. 3 (12), pp. 117–138.

Kolaříková V., Videostudie v muzejněpedagogickém výzkumu: Případová studie, “Museologica Brunensia”2017, No. 6 (2), pp. 56–67.

Novy L., Britain and Germany imagining the future of Europe: National identity, mass media and the public sphere, Basingstoke 2013.

O’Kane C., The development of participatory techniques: Facilitating children’s views about decisions which affect them [in:] Research with children: Perspectives and practices, eds. P. Christensen, A. James, New York–London 2018, pp. 125−155.

Pelikán J., Základy empirického výzkumu pedagogických jevů, Praha 2007.

Punch S., Research with children: The same or different from research with adults? “Childhood” 2002, No. 9 (3), pp. 321−341.

Samfira E.-M., RaţăG., Assessing education needs at tertiary level: The focus group method, “Scientific Papers: Animal Science and Biotechnologies”2015, No. 48 (2), pp. 223−226.

Scott J., Children as respondents: The challenge for quantitative methods [in:] Research with children: Perspectives and practices, eds. P. Christensen, A. James, New York–London 2008, pp. 87−108.

Scourfield J., Dicks B., Drakeford M., Davies A., Children, place and identity: Nation and locality in middle childhood, London–New York 2006.

Smith A.B., Respecting children’s rights and agency: Theoretical insights into ethical research procedures [in:] Researching young children’s perspectives: Debating the ethics and dilemmas of educational research with children, eds. D. Harcourt, B. Perry, T. Waller, New York 2011, pp. 11–25.

Vávra M., Nesnáze s měřením postojů, “SDA Info”2006, No. 8 (1), pp. 9−12.