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ERIC Number: EJ1088158
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-1743-727X
Voice, Post-Structural Representation and the Subjectivity of "Included" Students
Whitburn, Ben
International Journal of Research & Method in Education, v39 n2 p117-130 2016
Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. "Methodology-21: What Do We Do in the Afterward?" "International Journal of Qualitative Studies in Education" 26 (6): 634-645; St. Pierre, E. A. 2009. "Afterword: Decentering Voice in Qualitative Inquiry." In "Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research," edited by A. Y. Jackson and L. A. Mazzei, 221-236. London: Routledge; St. Pierre, E. A. 2013. "The Posts Continue: Becoming." "International Journal of Qualitative Studies in Education" 26 (6): 646-657], research in disability studies for the past two decades has found "the potholes" [Miller, L., J. B. Whalley, and I. Stronach. 2012. "From Structuralism to Poststructuralism." In "Research Methods in the Social Sciences," edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape "included" disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Spain