Amplifying Disabled People’s Perspective Through Connections Between Textual Analysis and Disability Studies in Education

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Sustaining Disabled Research Pedagogies: Toward an Inclusive Approach to Educational Research (Table 4)

Abstract

This review explores the connections between Qualitative Content Analysis (QCA) and Disability Studies in Education (DSE) to amplify disabled people's perspectives in research. It adopts a theoretical framework rooted in postmodernism and post-structuralism, which reject rigid notions of reality and emphasize diverse ways of knowing. The methodology involves selecting texts that center on disabled people's perspectives, including both written and audio-visual works. The results reveal that QCA offers a postmodern and post-structural approach to understanding meaning creation and preserves disabled people's perspectives in their original form. Connections between QCA and DSE are scarce, but when combined, they offer potential pathways for assuming agency, engaging in advocacy and activism, analyzing discourse, and using deconstruction to challenge oppressive practices.

Author

• Olusola John Ogundola, Rowan University