Tables
1.1Types of research involving children, adapted from Kellett (Reference Kellett2010a) and Mayne and Howitt (Reference Mayne and Howitt2015)
2.1Traditional conceptions of childhood (adapted from James et al., Reference James, Jenks and Prout1998)
2.2Child roles in research (framework adapted from Mayne & Howitt, Reference Mayne and Howitt2015 and Christensen & Prout, Reference Christensen and Prout2002, p. 480)
3.1An actual CAR project (adapted from Kellett, Reference Kellett2005)
4.1A framework of twenty-first century skills (adapted from Binkley et al., Reference Binkley, Erstad, Herman, Raizen, Ripley, Miller-Ricci, Rumble, Griffin, McGaw and Care2012)
4.2Six attributes of autonomy-promoting schools (adapted from Reeve & Assor, Reference Reeve, Assor, Chirkov, Ryan and Sheldon2011)
4.3Framework of pupil consultation (adapted from Flutter & Rudduck, Reference Flutter and Rudduck2004)
4.4Learner feedback: Summary of themes (adapted from Flutter & Rudduck, Reference Flutter and Rudduck2004)
4.5Fielding: Six types of partnerships (with reference to Fielding, Reference Fielding2001, chapter 3; Hart, Reference Hart1992; Shier, Reference Shier2001)
6.1Summary of studies: Increasing levels of active participation
6.2Topics of interest for research with and by children in applied linguistics
