Research for Change: Inclusive Quality Education for Children with Disabilities

The Sustainable Development Goals (SDG) state that “no one should be left behind”. SDG#4 on education addresses both rights to education – through access; and rights in education –  specifically acknowledging that education must be of quality. In our recent report, Inclusive Quality Education for Children with Disabilities, we argue that if children with disabilities are to be fully included in quality education we must focus on the interlinked aspects of rights, resources and research.


Seeing Sacredness: Dissemination and Ceremony

I have recently returned from my doctoral fieldwork in Northern Canada. My research includes six Anishinaabe secondary school students who attend an Anishinaabe-controlled school. The students attending this school live in four different self-governing Anishinaabe communities contending with the ongoing consequences of colonization, including; displacement from tribal land, rural isolation, food scarcity, dependency on natural resources, and wide-spread environmental pollution.

Making Research Accessible Through Animation

In 1976 the Union of Physically Impaired Against Segregation (UPIAS) launched their manifesto which stated “nothing about us without us.” This kick-started the disability movement in the United Kingdom and contributed to the development of the social model of disability. Mike Oliver (2002, p.14), one of the pioneers of the social model of disability, argued that, epistemologically, research must reject the notion that is investigating the world; rather it should replace it with an understanding that “research produces the world.”In testament to this and the disability movement, the most important things to me as I go through my PhD is ensuring…