An Affective Turn in Inclusive Education Research

• In Event: Boundary, Identity, and Narrative: The Significance of Method and Inquiry in Disability Studies in Education (DSE) Research

Abstract

In this paper, we cultivated a theoretically and methodologically Deleuzoguattarian ‘minor style’ for investigating what we term the interstices to bring attention to the typically understated multiplicities in discourses about the dilemmas of difference in inclusive education research. Students, staff, and families in the school communities we study in as well as scholars we work alongside with have challenged our field’s assumptions about diversity and the ways our community engages (or doesn’t engage) such diversities. Experimenting with affective, assemblic ethnography as it relates to our research collaborations together, where the fieldsite is the interstices that emerge, we track our own affective states as an important component of learning how to work with others to experiment.

Authors

• Joseph Michael Valente, The Pennsylvania State University

• Gail M. Boldt, The Pennsylvania State University