Using Duoethnography to Connect the Disability Justice Principles to Education Research about Disabled Populations on Campus

Abstract

The terms disability inclusion, disability rights, and disability justice are often used somewhat interchangeably, but have distinct meanings within academe more broadly and academic research contexts. The purpose of this investigation was to explore these concepts in relation to our research and present the way in which we (as education researchers) grappled with what a critical, disability justice-informed research methodology involves. We used a qualitative, duoethnographic research approach as it is both a reflection of social justice and a method to advance it (Sawyer & Norris, 2013). We engaged in virtual, asynchronous and synchronous dialogues in writing and audio formats to reflect, critique, question, and eventually, generate new ideas and ways of moving forward. In the paper, we first consider how the Disability Justice Principles from Sins Invalid (2019) could be connected to our current research practices using two questions about ethical considerations as well as research methodologies and frameworks. We then theorize how education researchers can intentionally incorporate activism throughout each stage of the research process. A Disability Justice-informed education research framework is proposed for use with research about disabled populations in higher education. This framework addresses the relationship between stages of the research process, disability inclusion, and disability justice, which was the ongoing debate throughout our dialogues.