TY - JOUR
T1 - Multiple methodologies
T2 - using community-based participatory research and decolonizing methodologies in Kenya
AU - Elder, Brent C.
AU - Odoyo, Kenneth O.
N1 - Funding Information:
2. It is important to note that this seven-month investigation of inclusive education was a part of Author One’s dissertation (Elder, 2016), culminating in his PhD, and was made possible due to funding from a Fulbright Program grant. These funds allowed us to hire interpreters for all project events, provide committee member allowances, purchase refreshments for committee meetings, expand the project to two school sites, and travel to and from Nairobi to work with the Ministry of Education on national expansion of the project. All of these components were critical to enacting decolonizing methodologies within the project, and meeting goals related inclusion and sustainability.
Publisher Copyright:
© 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/4/21
Y1 - 2018/4/21
N2 - In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways.
AB - In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways.
UR - http://www.scopus.com/inward/record.url?scp=85041597479&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85041597479&partnerID=8YFLogxK
U2 - 10.1080/09518398.2017.1422290
DO - 10.1080/09518398.2017.1422290
M3 - Article
AN - SCOPUS:85041597479
SN - 0951-8398
VL - 31
SP - 293
EP - 311
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 4
ER -