Critical reflections on emancipatory partnerships in transition research: discerning perspectives of New Zealand Students on the autism spectrum. Issue 6 (3rd July 2017)

• Record Type: Journal Article
• Authors: Hart, Sarah M.; Gaffney, Janet S.; Hill, Mary F.
• Is Part Of: Disability & society. Volume 32:Issue 6(2017)
• Page Start: 831
• Page End: 852
• Publication Date: 2017-07-03
• Subjects: Emancipatory partnerships -- capability approach -- transition -- significant disability -- ethnography -- Aotearoa New Zealand; People with disabilities -- Periodicals; People with disabilities -- Social conditions -- Periodicals; Special education -- Periodicals; Rehabilitation -- Periodicals; 362.4
• DOI: 10.1080/09687599.2017.1329710
• Languages: English
• ISSNs: 0968-7599

Abstract

Abstract: Transition from school involves different perspectives. Those most silenced in the process are transitioning students with significant disability, and similarly, they are alienated from the conduct of research. In this empirical project, three young men with complex autism conditions in Aotearoa New Zealand reclaimed their position as experts on their own transitions, and moreover, their contributions to research on the subject. Over a six-month ethnography, unique methodological adaptions were used to access personal insights and capabilities through emancipatory partnerships . The research forged collaborations that have the potential to be mirrored in future practices applicable to a transition with dignity.