An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities
In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disab...
Gespeichert in:
| Veröffentlicht in: | Educational Research for Social Change 2017-09, Vol.6 (2), p.115-132 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 132 |
|---|---|
| container_issue | 2 |
| container_start_page | 115 |
| container_title | Educational Research for Social Change |
| container_volume | 6 |
| creator | Baurhoo, Neerusha |
| description | In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students' environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner's (2005) ecological model, which recognises that individuals' barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD. |
| doi_str_mv | 10.17159/2221-4070/2017/v6i2a8 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_sciel</sourceid><recordid>TN_cdi_scielo_journals_S2221_40702017000200009</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><scielo_id>S2221_40702017000200009</scielo_id><sourcerecordid>1989831776</sourcerecordid><originalsourceid>FETCH-LOGICAL-c300t-67b7bd28bf8fe1cb925d6dfbd721c1afb7cab1e111f0e35416d1c5e1d65fd77f3</originalsourceid><addsrcrecordid>eNpNkV1PwyAUhhujiYv6FwyJ19s4dC2td8viV2LihXpNKBwcSwcTqB8_wv9sa830gnAC7_MeeE-WnQOdAYeinjPGYLqgnM4ZBT5_Ky2T1UE22Z8f_quPs7MYN5RSxusFhWKSfS0dkV3ymNbOvwS5W1tF8GPX-iCT9Y54Q7SNsrGtTZ9DqXwXIsZLkoJ00fiwte6FRGXRKSSoOzWC0mkSMKIMak16GYmp0-hSJO82rUnbX7iB3LtbjKfZkZFtxLPf_SR7vr56Wt1O7x9u7lbL-6nKKU3Tkje80axqTGUQVFOzQpfaNJozUCBNw5VsAAHAUMyLBZQaVIGgy8Jozk1-ks1G3-HZrReb_k-ubygeh6jEENWQ5hBUv2jdAxcjsAv-tcOY_hCoq7rKgfOyV5WjSgUfY0AjdsFuZfgUQMXPuMTeXwwNxDiu_Bt2mot_</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1989831776</pqid></control><display><type>article</type><title>An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities</title><source>DOAJ Directory of Open Access Journals</source><source>EZB-FREE-00999 freely available EZB journals</source><creator>Baurhoo, Neerusha</creator><creatorcontrib>Baurhoo, Neerusha</creatorcontrib><description>In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students' environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner's (2005) ecological model, which recognises that individuals' barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD.</description><identifier>ISSN: 2221-4070</identifier><identifier>EISSN: 2221-4070</identifier><identifier>DOI: 10.17159/2221-4070/2017/v6i2a8</identifier><language>eng</language><publisher>Port Elizabeth: Nelson Mandela Metropolitan University, Faculty of Education</publisher><subject>Academic Accommodations (Disabilities) ; Autoethnography ; Cognitive impairment ; Disabilities ; Discourses ; Ecological models ; Ecological studies ; Education ; Education & Educational Research ; Educational Change ; Elicitation ; Exceptional children ; Humanities, Multidisciplinary ; Learning ; Learning disabilities ; People with disabilities ; Science education ; Science Teachers ; Secondary school students ; Social models ; Special Needs Students ; Students ; Students with disabilities ; Teaching methods ; Transformation ; Vignettes</subject><ispartof>Educational Research for Social Change, 2017-09, Vol.6 (2), p.115-132</ispartof><rights>Copyright Nelson Mandela Metropolitan University, Faculty of Education Sep 2017</rights><rights>This work is licensed under a Creative Commons Attribution 4.0 International License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c300t-67b7bd28bf8fe1cb925d6dfbd721c1afb7cab1e111f0e35416d1c5e1d65fd77f3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,864,885,27924,27925</link.rule.ids></links><search><creatorcontrib>Baurhoo, Neerusha</creatorcontrib><title>An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities</title><title>Educational Research for Social Change</title><addtitle>Educ. res. soc. change</addtitle><description>In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students' environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner's (2005) ecological model, which recognises that individuals' barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD.</description><subject>Academic Accommodations (Disabilities)</subject><subject>Autoethnography</subject><subject>Cognitive impairment</subject><subject>Disabilities</subject><subject>Discourses</subject><subject>Ecological models</subject><subject>Ecological studies</subject><subject>Education</subject><subject>Education & Educational Research</subject><subject>Educational Change</subject><subject>Elicitation</subject><subject>Exceptional children</subject><subject>Humanities, Multidisciplinary</subject><subject>Learning</subject><subject>Learning disabilities</subject><subject>People with disabilities</subject><subject>Science education</subject><subject>Science Teachers</subject><subject>Secondary school students</subject><subject>Social models</subject><subject>Special Needs Students</subject><subject>Students</subject><subject>Students with disabilities</subject><subject>Teaching methods</subject><subject>Transformation</subject><subject>Vignettes</subject><issn>2221-4070</issn><issn>2221-4070</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNpNkV1PwyAUhhujiYv6FwyJ19s4dC2td8viV2LihXpNKBwcSwcTqB8_wv9sa830gnAC7_MeeE-WnQOdAYeinjPGYLqgnM4ZBT5_Ky2T1UE22Z8f_quPs7MYN5RSxusFhWKSfS0dkV3ymNbOvwS5W1tF8GPX-iCT9Y54Q7SNsrGtTZ9DqXwXIsZLkoJ00fiwte6FRGXRKSSoOzWC0mkSMKIMak16GYmp0-hSJO82rUnbX7iB3LtbjKfZkZFtxLPf_SR7vr56Wt1O7x9u7lbL-6nKKU3Tkje80axqTGUQVFOzQpfaNJozUCBNw5VsAAHAUMyLBZQaVIGgy8Jozk1-ks1G3-HZrReb_k-ubygeh6jEENWQ5hBUv2jdAxcjsAv-tcOY_hCoq7rKgfOyV5WjSgUfY0AjdsFuZfgUQMXPuMTeXwwNxDiu_Bt2mot_</recordid><startdate>20170901</startdate><enddate>20170901</enddate><creator>Baurhoo, Neerusha</creator><general>Nelson Mandela Metropolitan University, Faculty of Education</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>88J</scope><scope>8BJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CWDGH</scope><scope>DWQXO</scope><scope>FQK</scope><scope>GNUQQ</scope><scope>HEHIP</scope><scope>JBE</scope><scope>M0P</scope><scope>M2R</scope><scope>M2S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>GPN</scope></search><sort><creationdate>20170901</creationdate><title>An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities</title><author>Baurhoo, Neerusha</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c300t-67b7bd28bf8fe1cb925d6dfbd721c1afb7cab1e111f0e35416d1c5e1d65fd77f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic Accommodations (Disabilities)</topic><topic>Autoethnography</topic><topic>Cognitive impairment</topic><topic>Disabilities</topic><topic>Discourses</topic><topic>Ecological models</topic><topic>Ecological studies</topic><topic>Education</topic><topic>Education & Educational Research</topic><topic>Educational Change</topic><topic>Elicitation</topic><topic>Exceptional children</topic><topic>Humanities, Multidisciplinary</topic><topic>Learning</topic><topic>Learning disabilities</topic><topic>People with disabilities</topic><topic>Science education</topic><topic>Science Teachers</topic><topic>Secondary school students</topic><topic>Social models</topic><topic>Special Needs Students</topic><topic>Students</topic><topic>Students with disabilities</topic><topic>Teaching methods</topic><topic>Transformation</topic><topic>Vignettes</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Baurhoo, Neerusha</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Middle East & Africa Database</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Central Student</collection><collection>Sociology Collection</collection><collection>International Bibliography of the Social Sciences</collection><collection>Education Database</collection><collection>Social Science Database</collection><collection>Sociology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SciELO</collection><jtitle>Educational Research for Social Change</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Baurhoo, Neerusha</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities</atitle><jtitle>Educational Research for Social Change</jtitle><addtitle>Educ. res. soc. change</addtitle><date>2017-09-01</date><risdate>2017</risdate><volume>6</volume><issue>2</issue><spage>115</spage><epage>132</epage><pages>115-132</pages><issn>2221-4070</issn><eissn>2221-4070</eissn><abstract>In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students' environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner's (2005) ecological model, which recognises that individuals' barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD.</abstract><cop>Port Elizabeth</cop><pub>Nelson Mandela Metropolitan University, Faculty of Education</pub><doi>10.17159/2221-4070/2017/v6i2a8</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2221-4070 |
| ispartof | Educational Research for Social Change, 2017-09, Vol.6 (2), p.115-132 |
| issn | 2221-4070 2221-4070 |
| language | eng |
| recordid | cdi_scielo_journals_S2221_40702017000200009 |
| source | DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | Academic Accommodations (Disabilities) Autoethnography Cognitive impairment Disabilities Discourses Ecological models Ecological studies Education Education & Educational Research Educational Change Elicitation Exceptional children Humanities, Multidisciplinary Learning Learning disabilities People with disabilities Science education Science Teachers Secondary school students Social models Special Needs Students Students Students with disabilities Teaching methods Transformation Vignettes |
| title | An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-05T14%3A56%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_sciel&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=An%20autoethnographic%20exploration%20of%20disability%20discourses:%20transforming%20science%20education%20and%20research%20for%20students%20with%20learning%20disabilities&rft.jtitle=Educational%20Research%20for%20Social%20Change&rft.au=Baurhoo,%20Neerusha&rft.date=2017-09-01&rft.volume=6&rft.issue=2&rft.spage=115&rft.epage=132&rft.pages=115-132&rft.issn=2221-4070&rft.eissn=2221-4070&rft_id=info:doi/10.17159/2221-4070/2017/v6i2a8&rft_dat=%3Cproquest_sciel%3E1989831776%3C/proquest_sciel%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1989831776&rft_id=info:pmid/&rft_scielo_id=S2221_40702017000200009&rfr_iscdi=true |