ABSTRACT

This paper reports on the novel methodology used in a participatory project called ‘Inside the History of Learning Disabilities.’ Through engaging learning-disabled people as co-researchers with valuable insider knowledge and expertise to share, the project sought to disrupt hegemonic discourses around both the history of ’learning disabilities’, and of the lived experience of learning disabilities today. The overall objective was to make an important contribution to the growing field of interdisciplinary and emancipatory research about learning disabilities. The year-long project used a bespoke, two-step methodology in addressing this objective, combining archival research with a series of participatory focused workshops. Traditional methods and academic expertise in archival research and textual analysis were combined with less orthodox approaches to elicit insider knowledge about learning disabilities, which was then expressed in a range of ways. These expressions provide preliminary indications of how emancipatory and transformational research aims may be met. The paper makes a contribution to the discourse around new and emerging action research methodologies which seek to promote social justice. It describes away to not only recognise and challenge the oppression and exclusion encountered by disabled people, but to advocate for appreciation of disability and the insider-knowledge learning-disabled people have.

摘要

本文报告了在名为“学习障碍的历史”的参与式项目中使用的新方法。通过让学习障碍者作为共同研究人员参与分享宝贵的内部知识和专业知识，该项目试图打破围绕“学习障碍”历史和当今学习障碍生活经验的霸权话语。总体目标是为不断发展的关于学习障碍的跨学科和解放研究领域做出重要贡献。这个为期一年的项目使用定制的两步方法来实现这一目标，将档案研究与一系列参与式重点研讨会相结合。档案研究和文本分析方面的传统方法和学术专业知识与不太正统的方法相结合，以引出有关学习障碍的内部知识，然后以多种方式表达出来。这些表述提供了如何实现解放和变革研究目标的初步迹象。本文对围绕寻求促进社会正义的新兴行动研究方法的讨论做出了贡献。它描述了不仅要承认和挑战残疾人所面临的压迫和排斥，而且要倡导对残疾和学习残疾人的内幕知识的欣赏。这些表述提供了如何实现解放和变革研究目标的初步迹象。本文对围绕寻求促进社会正义的新兴行动研究方法的讨论做出了贡献。它描述了不仅要承认和挑战残疾人所面临的压迫和排斥，而且要倡导对残疾和学习残疾人的内幕知识的欣赏。这些表述提供了如何实现解放和变革研究目标的初步迹象。本文对围绕寻求促进社会正义的新兴行动研究方法的讨论做出了贡献。它描述了不仅要承认和挑战残疾人所面临的压迫和排斥，而且要倡导对残疾和学习残疾人的内幕知识的欣赏。