Critical reflections on emancipatory partnerships in transition research: discerning perspectives of New Zealand Students on the autism spectrum |
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Authors: | Sarah M Hart Janet S Gaffney Mary F Hill |
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Institution: | 1. Department of Education, University of Hartford College of Education Nursing and Health Professions, West Hartford, CT, USA;2. Faculty of Education and Social Work, Curriculum and Pedagogy, The University of Auckland, Auckland, New Zealand;3. Faculty of Education and Social Work, Learning, Development, and Professional Practices, The University of Auckland, Auckland, New Zealand |
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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. |
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Keywords: | Emancipatory partnerships capability approach transition significant disability ethnography Aotearoa New Zealand |
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