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, 39 (2), 117-130. (doi:10.1080/1743727X.2014.946497).

Record type: Article

Abstract

Aligned with the broader movement from structuralism to the post-struc turalisms [Lather, P. 2013. “Methodology-21: What Do We Do in th e Afterward?” International Journal of Qualitative Studies in Ed ucation 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterwor d: Decentering Voice in Qualitative Inquiry.” In Voice in Qualit ative Inquiry: Challenging Conventional, Interpretive, and Critical Co nceptions in Qualitative Research, edited by A. Y. Jackson and L. A. M azzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. &ldqu o;The Posts Continue: Becoming.” International Journal of Qualit ative Studies in Education 26 (6): 646–657], research in disabil ity studies for the past two decades has found ‘the potholes&rsq uo; [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Str ucturalism to Poststructuralism.” In Research Methods in the Soc ial Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disab ility rights scholarship. In this paper, I offer a critical research f ramework in the field of disability studies in education that is theor etical, political and personal. Concentrating on the positioning of di sability, I draw on the methodological tools of post-structural repres entation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape &lsq uo;included’ disabled subjects. In the paper I develop this fram ework and then demonstrate its application in ongoing research that cr itically counters the conventions that marginalize particular students in schools.

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