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Voice, post-structural representation and the subjectivity of ‘included’ students

Whitburn, Ben 2016, Voice, post-structural representation and the subjectivity of ‘included’ students, International journal of research and method in education, vol. 39, no. 2, pp. 117-130, doi: 10.1080/1743727X.2014.946497.

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Title Voice, post-structural representation and the subjectivity of ‘included’ students
Author(s) Whitburn, Ben
Journal name International journal of research and method in education
Volume number 39
Issue number 2
Start page 117
End page 130
Total pages 14
Publisher Taylor & Francis
Place of publication Oxford, Eng.
Publication date 2016
ISSN 1743-7288
1743-727X
Keyword(s) disability studies in education
critical disability studies
inclusive schooling
post-structuralist research
subjectivity
Summary Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.
Language eng
DOI 10.1080/1743727X.2014.946497
Field of Research 130312 Special Education and Disability
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065470

Document type: Journal Article
Collection: School of Education
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