In this article, I explore the potential for people with disabilities to conduct research about disability in education. Drawing upon Rasmussen (2006), I consider whether merely sharing one aspect of identity with participants is enough to gain an emic (insider) perspective when doing research. I argue that not only should we problematize our own identity, but that research should change the researcher’s own identity and that the degree to which research promotes this change is an essential aspect of formal validity of the research. Finally, I propose some practical implications and offer some advice for researchers conducting research on disability.
Queer Theory, Emic Perspective, Disabled Researchers, Non-Disabled Researchers, Validity
I would like to thank Kai Rands for their extensive feedback on drafts of this article. I would also like to thank Marcy Wood for her detailed commentary and suggestions throughout the process. Finally, I would like to thank the students of the Collaborative Writing Groups seminar in Spring 2016 for their feedback on an early draft of this article.
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Recommended APA Citation
Sheldon, J. (2017). Problematizing Reflexivity, Validity, and Disclosure: Research by People with Disabilities About Disability. The Qualitative Report, 22(4), 984-1000. Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss4/4