ABSTRACT
This chapter focuses on the importance of the collaboration, when engaging with the marginalisation and/or research with young children. Using sonata-formatted narratives, the chapter reflect on interactions that supported the relational production of knowledge and suggest that opportunities for debate, dialogue and collaboration among different stakeholders and audiences can alleviate marginalisation by heightening new ways of seeing and thinking about marginalised groups. The discussion in the chapter is linked to projects motivated to bring to the foreground the voices of children in the community and in research. The chapter explains a pedagogical project that took place at a local child care centre and which began with an interest in how children respond to art, places and spaces. A culture of listening has been developed, and children have been valued and positioned as capable citizens with views and competencies that contribute to our community.
