Inclusive research and inclusive education: unnecessarily unconnected?

Abstract

There has been a major push for research to, at the very least, represent the voices of disabled people, and moreover to be under their control. People with learning disabilities now conduct, manage and review research. Yet this arena is alive with interesting and largely unanswered questions. In this paper I begin a discussion of some of them: Why is it that the moves towards inclusive (participatory and emancipatory) research have happened largely outside of the discipline of education and distinctly unconnected to the field of inclusive education? How viable are the claims to the moral superiority of inclusive research? What kinds of knowledge are produced by inclusive research? What does quality look like in inclusive research? And, to round the circle, what does all this mean for inclusive education?

More information

Identifiers

ORCID for Melanie Nind: orcid.org/0000-0003-4070-7513

Catalogue record

Export record