ABSTRACT
As will have been evident in the previous chapter, as researchers, we wished to destabilize aspects of the subject-object, researcher-researched distinction that characterizes much academic research and especially that with young people. At the same time, we wanted to be sensitive to the dynamics of power that obtain in any such research. We tried to develop relational ways of knowing (Reason and Bradbury, 2001) on the assumption that the falsely distanced gathering of so-called 'objective data' can itself impede the quality of what might be learned through an inquiry like this.
