The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space

HODGE, Nick, ANDREWS, Thomas and REDMORE, Ned (2019). The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space. International journal of inclusive education.

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Link to published version:: https://doi.org/10.1080/13603116.2019.1642398
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    Abstract

    In this paper we introduce the lifeworld fractions (Ashworth 2003) as a methodological framework for inclusive research with autistic people 'with profound learning disabilities'. We first define the fractions and then evaluate their potential for enabling research within the ‘third space’ of inclusive research (Seale, Nind, Tilley, & Chapman 2015). Fundamental to the third space is the inclusion of the social and support circles of people with profound learning disabilities within research. Using the example of a recent study we illustrate how the fractions are a useful enabler of this. We conclude by suggesting that a key value of the fractions is in how they take the research collective beyond the elements of experience that most obviously confront them to consider its full breadth and effects. We argue too that the fractions support the management of the collation and analysis of the copious amounts of data that are generated through qualitative research. We conclude by offering a new and critical dimension to the fractions through presenting them as a means through which those involved in the third space – autistic people, their social and support circles, and researchers - can come to more emic understandings of lived experience.

    Item Type: Article
    Uncontrolled Keywords: Education; 1303 Specialist Studies in Education
    Identification Number: https://doi.org/10.1080/13603116.2019.1642398
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 17 Jul 2019 11:05
    Last Modified: 07 Aug 2019 11:30
    URI: http://shura.shu.ac.uk/id/eprint/24864

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