Abstract

Combining autoethnography and disability studies in education, this article is an autoethnographic study of the different ways the author was positioned as abled and disabled by her institution’s review board when reviewing her qualitative research proposal. The author talks back to the prevailing understandings of disability and conceptions of research that emerged as she interacted with the review board. Through the article, the author problematizes the ableism that surfaced and seeks to redefine what it means to be a qualitative researcher in spite of and because of her deafness. She ends by arguing for a more inclusive understanding of what it means to be a researcher and a call for review boards to broaden their understandings of research methodologies for those who do not identify as able-bodied.

摘要

本文结合了教育中的自我民族志和残疾研究，是对作者在审查她的定性研究提案时被她所在机构的审查委员会定位为残疾和残疾的不同方式的自我民族志研究。作者回顾了她与审查委员会互动时出现的对残疾和研究概念的普遍理解。通过这篇文章，作者对浮出水面的能力主义提出了质疑，并试图重新定义作为定性研究人员的意义，尽管并且因为她的耳聋。最后，她主张对成为研究人员的意义进行更包容的理解，并呼吁审查委员会为那些不认为身体健全的人拓宽他们对研究方法的理解。