The Potential of the Fractions of Lifeworld for Inclusive Qualitative Inquiry in the Third Space

Autor/inn/en	Andrews, Thomas; Hodge, Nick; Redmore, Ned
Titel	The Potential of the Fractions of Lifeworld for Inclusive Qualitative Inquiry in the Third Space
Quelle	In: International Journal of Inclusive Education, 26 (2022) 2, S.143-159 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hodge, Nick) ORCID (Redmore, Ned)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1642398
Schlagwörter	Inclusion; Autism; Pervasive Developmental Disorders; Severe Intellectual Disability; Qualitative Research; Phenomenology; Experience + Suchen Sie Ihr Suchwort? Inklusion; Autismus; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Erfahrung
Abstract	In this paper we introduce Ashworth's lifeworld fractions 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. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01