Paper Short Abstract:

In summer 2024, we conducted a three-week ethnographic project with children aged 10-11, focusing on their pandemic memories. Using books and stories, we aimed to highlight children's everyday experiences. This paper reflects on our methodology, emphasizing the dynamic, relational, and open-ended nature of our research process, which we interpret using post-humanist and relational approach.

Paper Abstract:

In the summer of 2024, we conducted a three-week ethnographic project with children aged 10-11 on their memories of pandemic. Our goal was to highlight children's everyday experiences beyond general narratives about the crisis, using books and stories as our starting point.

This paper reflects on the research methodology used in the project. We discuss both the possibilities and limitations of research where books and stories were among many actors, and the research plan evolved gradually. We aimed to create an intergenerational space for exchanging experiences, thoughts, and actions, exemplifying the pursuit of epistemic justice (Fricker 2007). We were interested in how children's literature—or rather its intellectual and affective agency—could function in a broader process of creating memories about the pandemic and understanding children's needs during a polycrisis.

We followed an approach that values producing meanings in unforeseen ways (Gallacher, Gallagher 2008) and without preconceptions about what a