Harried by Harding and Haraway: student-mentor collaboration in disability studies

Exploring the friendships of disabled youth in forthcoming doctoral research raised many unsettling questions. Members of academic and disability communities thoughtfully asked how the researcher could legitimately understand, interpret and represent the experiences of disabled youth. The initial im...

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Bibliographic Details
Published inDisability & society Vol. 24; no. 7; pp. 911 - 924
Main Authors Salmon, Nancy, Bassett, Raewyn
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.12.2009
Taylor & Francis Ltd
Subjects
Certainty
Children
Children with disabilities
Clinical medicine
Collaboration
conceptual framework
Cooperation
Cooperative learning
Disabilities
Disability
Disability studies
disabled youth
Doctoral Dissertations
Educational Research
Email
Experimenter Characteristics
Friendship
Futility
Inquiry
Internet
Learning Theories
Mentoring
Mentors
People with disabilities
Perspective Taking
Physically Handicapped
qualitative research
reflexive interpretation
Research Methodology
Research Problems
situated knowledges
strong objectivity
Supervisor Supervisee Relationship
Uncertainty
Youth
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Summary:Exploring the friendships of disabled youth in forthcoming doctoral research raised many unsettling questions. Members of academic and disability communities thoughtfully asked how the researcher could legitimately understand, interpret and represent the experiences of disabled youth. The initial impulse was to rely on nearly two decades of clinical practice with children and youth with disabilities; however, the futility of this strategy quickly surfaced. Uncertainty about how to proceed arose. A colleague and mentor suggested that a careful reading of Sandra Harding, Donna Haraway and Mats Alvesson and Kaj Sköldberg might provide the conceptual tools required to address these concerns. This paper presents a student's stumbling, hesitant and sometimes 'harried' attempts to grapple with their unfamiliar arguments while simultaneously exploring tentative connections with disability studies. The evolutionary cycle of queries, responses and reflections from a series of e-mails demonstrate a transition in thinking about research and representation.
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ISSN:0968-7599
1360-0508
DOI:10.1080/09687590903283571