Within participatory research involving disabled people, evidence of authentic participation with jointly undertaken analysis of data and dissemination of findings is very rarely evident in practice. This paper reports upon an understanding of analysis and dissemination which offers greater participation and was evident both within a systematic review of the literature and as part of ARCHES, a museum education and access research project involving over 150 disabled people. The systematic review undertaken as part of this project showed that involvement in data analysis was evident in just under 35% of the 54 studies in the review, and generally this was a partial involvement at best, under the control of academics. A few studies, including ARCHES, have moved beyond traditional research analysis to recognise the evolving nature of the “messy space” (Seale, Nind, Tilley & Chapman, 2015) and how this may inform approaches to data and dissemination. This paper explores the theoretical underpinnings of the While of participation, which emerged from this literature and working within ARCHES, and exemplifies how this was experienced in practice, in relation to analysis and dissemination. This understanding of participation sees a need for data analysis and dissemination to be an emergent part of the ongoing participatory process, where immersion and dialogue are at the root of all knowledge development and sharing.
|Journal||International Journal of Research and Method in Education|
|Publication status||Accepted/In press - 24 Mar 2020|
- Participatory Research
- qualitative analysis
- Research methodologies and methods
Rix, J., Carrisoza, H. G., Sheehy, K., Hayhoe, S., & Seale, J. (Accepted/In press). Emergent analysis and dissemination within participatory research. International Journal of Research and Method in Education.