On Positioning, Deafness, and Educational Research: An Autoethnography on Deafness and Qualitative Research

Autor/in	Kersten-Parrish, Sara
Titel	On Positioning, Deafness, and Educational Research: An Autoethnography on Deafness and Qualitative Research
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 2, S.125-140 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kersten-Parrish, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1783011
Schlagwörter	Deafness; Social Bias; Attitudes toward Disabilities; Qualitative Research; Researchers; Ethnography; Self Disclosure (Individuals) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Qualitative Forschung; Researcher; Forscher; Ethnografie
Abstract	Combining autoethnography and disability studies in education, this article is an autoethnographic study of the different ways the author was positioned as abled and disabled by her institution's review board when reviewing her qualitative research proposal. The author talks back to the prevailing understandings of disability and conceptions of research that emerged as she interacted with the review board. Through the article, the author problematizes the ableism that surfaced and seeks to redefine what it means to be a qualitative researcher in spite of and because of her deafness. She ends by arguing for a more inclusive understanding of what it means to be a researcher and a call for review boards to broaden their understandings of research methodologies for those who do not identify as able-bodied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01