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.

Attached Files
Name Description MIMEType Size Downloads

Title Voice, post-structural representation and the subjectivity of ‘included’ students
Author(s) Whitburn, BenORCID iD for Whitburn, Ben orcid.org/0000-0003-3137-2803
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
Keyword(s) disability studies in education
critical disability studies
inclusive schooling
post-structuralist research
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
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 5 times in TR Web of Science
Scopus Citation Count Cited 10 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 385 Abstract Views, 6 File Downloads  -  Detailed Statistics
Created: Wed, 27 Aug 2014, 10:16:25 EST by Kylie Koulkoudinas

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.