ABSTRACT
Through its focus on contemporary research into digital childhoods, this volume raises many questions about how the ethical construction of academic studies can support respectful research practice with young children. Beginning from the standpoint that all research participants, regardless of their age, (dis)ability, ethnicity, language fluency, social, or economic circumstances have the right to be considered knowledgeable commentators on their own lives (Clark & Flewitt, 2020), this commentary aims to provoke reflection and debate about how we might edge closer towards more equitable, dialogic and relational ethics in our work with the youngest members of society.
