Table of contents
Chapter 1: Knitting reality with imagination: the beginning of a reflexive journey 6
Episode 1: The encounter between the girl and the lady with a flowery hat 8
Episode 2: On how she became the lady with the flowery hat 12
Writing to find my voice: part one 15
Writing to find my voice: part two 18
Episode 3: On when she lost the purple flowers and became a dual woman 20
Episode 4: metamorphosing flowers and butterflies into a research project 25
Aftermath: The research project that emerged from the reality of this story 30
Shapes and colours: the organisation of the thesis 37
Chapter 2: Connecting with and developing the literature 39
Introduction: Reviewing the literature as the beginning of a dialogue 39
1. Visual and verbal representations of identity: 44
1.1. The representation of Self 44
1.2. The representation of the “other” 44
1.3. The use of visual and verbal metaphor 44
1.3.1. The two-dimensional model: psycho-scientific frameworks 48
1.3.2. The three-dimensional model: a socio-interaction framework 49
1.3.3. Positioning the present research 50
2. Representations of dis/ability: two contrasting epistemologies 50
2.1. The individual model of disability 51
2.2. The social model of disability 53
2.2.1. Discussing the social model and the turn to impairment 55
2.2.2. The Québec classification: an appraisal 61
2.2.3. Positioning the present research 65
3. Representations of learning difficulties: seeking a conceptualisation 70
3.1. Learning difficulties: a scientific view 73
3.2. Learning difficulties: a social justice perspective 76
3.2.1. The archaeology of a silence: self-advocacy and emerging voices 85
3.2.2. Positioning the present research 87
4. Visual and verbal in context: the educational state of affairs 87
4.1. Context matters 87
4.2. A less inclusive past 87
4.2.1. The legacy of special education 87
4.3. A more inclusive present 87
4.3.1. The relationship with representations 87
4.3.2. Positioning the present research 87
Chapter 3: Designing the methodology to support dialogical encounters 104
1. The dialogical inquiry: a response to the banking inquiry 106
1.1. Word-based stories: verbal voice 127
1.2. Image-based stories: visual voice 129
1.3. Language, communication and metaphor 133
1.4. Voice modulations and variations in context 134
2. Multimodal data collection: listening to and seeing life stories 136
2.1. Partitioning voices: participants as interlocutors 138
2.2. Settings: small worlds where relationships take place 146
2.3. Methods: content and form of the dialogue 147
5. Narrative and autobiography: 154
1.1. Narrative and experience 157
1.2. Self and autobiography 157
3. Data analysis: naming the world together 159
3.1. Discourse and narrative analysis 161
3.2. Metaphor analysis 161
3.3. Visual representation analysis 161
3.4. Grounded theory 161
4. Pragmatic, political, ethical and methodological challenges: the multifaceted praxis of making it right 163
4.1. The challenge of accessing participants 163
4.2. The politics in researching inclusive education 163
4.3. The ethics of researching with 165
4.4. The methodological challenges 171
5. Disseminating findings: turning up the volume on participants’ voice 174
5.1. Sharing the findings and giving voice 174
5.2. Disseminating and continuing the dialogue 176
Chapter 4: Findings 177
Introduction: presenting, analysing and interpreting data – making sense of dialogical encounters 177
1. Community, the sense of belonging and displacement 177
To analyse how others are constructed, identified and labelled taking into account different educational settings in terms of more/less inclusiveness (Research Aim 4) 178
6. The significant others and I : identity, identification, and labelling 178
Chapter 5: Translation, re-presentation and representation: the ethinografic fiction 179
1. Interpretive analysis 179
2. Identity (identification) 179
3. Voice 180
4. Speaking for others 180
5. Fictionalisation of life stories: The novel’s framework 180
Chapter 2: The Novel 182
Objectives 182
Format 183
Prologue 183
The episodes 184
Audience 184
Partnership 185
Structure 185
Preface 186
Chapter 6: Findings through the ethinographic fiction 188
Preface 188
Episode 1 188
Episode 2 188
Episode 3 188
Episode 4 188
Chapter 7: Reading the ethinographinc fiction 189
Discussing episode 1 189
Discussing episode 2 189
Discussing episode 3 189
Discussing episode 4 189
Final inferences 189
Chapter 8: Conclusions 190
Postscript 191
References 192
List of tables
Table 1.1: Summary of Research Aims and Questions................................................ 34
Table 2.1: International definitions of disability in discrimination laws.................... 67
Table 2.2: Definitions of Learning Difficulties from different public sources............ 72
Table 2.3: Learning Difficulties in Britain Part 1......................................................... 82
Table 2.4: Learning Difficulties in Britain Part 2......................................................... 83
Table 3.1: Principles of Social Justice and present research's core values.................. 109
Table 3.2: Putting Article 12 into action.................................................................... 144
Table 3.3: Ethical issues addressed............................................................................ 169
List of figures
Figure 2.1: José being carried by me............................................................................. 42
Figure 2.2: José being carried by Umberto and I.......................................................... 42
Figure 2.3: The Disability Creation Process ................................................................ 64
Figure 3.1: The dialogical inquiry life cycle............................................................... 121
Figure 3.2: Participants.............................................................................................. 141
Figure 3.3: Conceptualising Article 12...................................................................... 143
Figure 3.4: Interview focus........................................................................................ 151
Appendixes
Appendix 1: First meeting with the children. 201
Appendix 2: Second meeting with the children. 204
Appendix 3: Visuals from the second meeting with the children. 207
Appendix 4: Activities incorporated in the second. 209
Appendix 5: Appendix II Third meeting with the children. 211
Appendix 6: Fourth meeting with the children. 213
Appendix 7: Visuals from the fourth meeting with the children. 215
Appendix 8: pictures used during fourth meeting. 216
Appendix 9: Transcript one. 217
Appendix 10: Whole set of pictures produced during second meeting. 238
Appendix 11: Whole set of pictures produced during fourth meeting. 239
Mais recente atualizacao: 14/12/2009
Nota: Nao traduzi por ser tarefa impraticavel no momento
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