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Qualitative research for education: An introduction to theories and methods

Understanding Deaf Culture: In Search of Deafhood

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Understanding Deaf Culture

Neurodivergence is currently underrepresented among staff in higher education. Acknowledging such underrepresentation, this narrative review critically explores the experiences of neurodivergent ac...

Ableist ivory towers: a narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education

To understand the experiences of the disabled in academia, a fully accessible and inclusive workshop conference was held in March 2018. Grounded in critical disability studies within a constructivist inquiry analytical approach, this article provides a contextualisation of ableism in academia garnered through creative data generation. The nuanced experiences of disabled academics in higher education as well as their collective understandings of these experiences as constructed through normalisation and able-bodiedness are presented. We show that disabled academics are marginalised and othered in academic institutions; that the neoliberalisation of higher education has created productivity expectations, which contribute to the silencing of the disabled academics’ perspectives and experiences due to constructions of normality and stigmatisation; and that it is important to enact policies, procedures, and practices that value disabled academics and bring about cultural and institutional changes in favour of equality and inclusion.

/pdf/exploring-experiences-of-ableism-in-academia-a-2pi1km6c6i.pdf

Exploring experiences of ableism in academia: a constructivist inquiry.

This special series offers the readers of Critical Education groundbreaking work by scholars who explore a myriad of issues related to how ableism manifests and is resisted in higher education. Ableism is defined as the idea that able-bodiedness/mindedness is a preferred way of being in society. In this series introduction we, the editors, recount our own orientations to the themes that are brought forth in the special issue. Subsequently, we synthesize the innovative themes that have emerged in the eight manuscripts that are a part of this special issue, including: 1) Asking: from whose perspective should we learn about disability experiences in higher education?; 2) Describing the critically-oriented theoretical perspective employed across the manuscripts, all of which align to a disability studies perspective; 3) Questioning who is invited to participate and thrive in the academy; and 4) Exploring tactics used to create change and breakdown ableist structures that persist in the academy. Ultimately, we feel the implications of the work undertaken by the authors in this special issue are far-reaching and encourage the increased citizenry of disabled people, elevate the social positioning of disabled people in higher education settings, and ultimately reframe what it means to be labeled as disabled.

Ableism in the Academy: A Series About Disability Oppression and Resistance in Higher Education

A Deaf with disabilities (DWD) male professor, 2 hearing female teacher candidates, 11 parents (4 of whom were immigrants), and 6 DWD children sought to better understand the experiences of parents of DWD children by conducting an ethnographic study (Singer, Kamenakis, Shapiro, & Cacciato, in press). The research team recorded reflexive journals as a way to analyse their methodology. In this essay, we reflect on 3 themes developed from the reflexive journals: (a) researcher positionality, (b) negotiating power in research, and (c) language variation in practice. We discuss our experiences and contextualise these accounts within relevant scholarship, attempting to locate some amount of resolution to the very human experiences upon which we reflect. We provide key takeaways for doing research with and among people with disabilities in special educational settings, particularly focusing on people who communicate in nonnormative ways. We conclude with a culminating discussion of the significance of creating emancipatory special education research.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/9D1FF8CF03DAF3777AFB873A3BAC0BE2/S2515073120000094a.pdf/div-class-title-implications-for-conducting-special-education-research-drawn-from-the-reflexive-accounts-of-a-deaf-with-disabilities-professor-and-three-student-researchers-div.pdf

Implications for Conducting Special Education Research Drawn from the Reflexive Accounts of a Deaf with Disabilities Professor and Three Student Researchers.

Abstract:The study investigated effects of computer-based messaging and training in communication strategies on interactions of deaf and typically hearing (TH) teammates in completing decision-making tasks without interpreter support. Fifteen teams, two deaf and two TH college students each, completed three decision-making tasks, one without messaging, one with messaging, and one with messaging and training in communication strategies. Each interaction was coded for (a) communication method, (b) to whom the interaction was directed, and (c) the function of the interaction. Without messaging, teams used speech, sign, or paper and pencil; with messaging, they predominantly used this technology to communicate with each other. Without messaging, teammates directed communications to members of the same hearing status; with messaging, they directed communications to the whole team. Teammates made fewer communication repairs with messaging than without. In focus groups conducted after the decision-making tasks, participants noted messaging’s limitations and benefits.

Effects of Messaging and Communication Strategy Training on Interaction in Teams With Deaf and Hearing College Students

Abstract:Deciding on an educational setting for children who are deaf or hard of hearing (DHH) is a complex process that is not well understood. In the present study, the researchers’ objective was to understand the factors caregivers consider when choosing a school for their child. Six caregivers of children who were DHH participated in semistructured interviews, which were coded into three themes (Child-Centered, Familial, School) and five subthemes (Inclusion, Additional Needs and Well-Being, Complex Process, Information Input and Flow, School Systems and Personnel). An unexpected theme (On Reflection) and three additional subthemes (Caregiver Perceptions of Education, School Character, No Regrets) were also identified. A highlighted finding is that when choosing an educational setting, caregivers of children who are DHH use decision-making processes that are complex and multifaceted. Practical implications for professionals supporting caregivers through decision-making processes are outlined, and applications for practice are suggested.

175th Anniversary of the American Annals of the Deaf: Part III—1961 to the Present

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Ableism in the Academy: A Series About Disability Oppression and Resistance in Higher Education

Implications for Conducting Special Education Research Drawn from the Reflexive Accounts of a Deaf with Disabilities Professor and Three Student Researchers.

Effects of Messaging and Communication Strategy Training on Interaction in Teams With Deaf and Hearing College Students

175th Anniversary of the American Annals of the Deaf: Part III—1961 to the Present