The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space

ABSTRACT

In this paper we introduce Ashworth's lifeworld fractions as a methodological framework for inclusive research with autistic people ‘with profound learning disabilities’. We first define the fractions and then evaluate their potential for enabling research within the ‘third space’ of inclusive research. Fundamental to the third space is the inclusion of the social and support circles of people with profound learning disabilities within research. Using the example of a recent study we illustrate how the fractions are a useful enabler of this. We conclude by suggesting that a key value of the fractions is in how they take the research collective beyond the elements of experience that most obviously confront them to consider its full breadth and effects. We argue too that the fractions support the management of the collation and analysis of the copious amounts of data that are generated through qualitative research. We conclude by offering a new and critical dimension to the fractions through presenting them as a means through which those involved in the third space – autistic people, their social and support circles, and researchers – can come to more emic understandings of lived experience.

KEYWORDS:

• Qualitative inquiry
• phenomenology
• fractions
• lifeworld
• data analysis
• inclusive research

Acknowledgements

The authors would like to thank Professor Peter Ashworth, Professor Guy Merchant, Professor Rod Michalko; Ms Emma Rice, Professor Katherine Runswick-Cole and Professor Tanya Titchkosky for their most helpful and developmental comments on previous drafts of this paper. Thank you also to the two anonymous reviewers whose positive and informative feedback helped strengthen the paper.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Thomas Andrews

Dr Thomas Andrews is the Assistant Headteacher of The Bridge ILS [Integrated learning Space] in London. Previously he taught at the Bridge Secondary site where he coordinated Relationships and Sex Education [RSE]. Tom’s work has focussed on exploring representations of sexuality and identity for disabled people, leading to him developing training on the delivery of RSE for students with learning disabilities through the Bridge teaching school. Tom’s work at the ILS has led to the development of highly integrated forms of support for the families that he works with, challenging the ways in which professionals position themselves within support networks, exploring how person-centered models can be generated that empower young people and investigating how the voices of differently articulate people are accessed. Tom’s research interests focus on developing a Neurodiversity approach within person-centered teaching models, and challenging the dominant discourses around autism and the ways in which disability impacts on labelled people. Tom is currently involved in exploring the ways in which anxiety mapping can be developed for work with young people positioned on the autism spectrum and the personal impact of participation in research.

Nick Hodge

Professor Nick Hodge is Professor of Inclusive Practice in the Sheffield Institute of Education and co-director of the Sheffield Hallam Autism Research Partnership (SHARP). Prior to joining the University in 1998, he was a special education teacher, supporting disabled children and their families in schools for over 15 years. Nick’s research interests focus on the lived experience of disabled children and their families. Much of Nick’s work has involved challenging deficit led models of disability that mark children and young people as disordered and other. You can find more information on Nick at https://www.shu.ac.uk/about-us/our-people/staff-profiles/nicholas-hodge.

Ned Redmore

Ned Redmore is a PhD candidate at the School of Health, Wellbeing and Social Care at The Open University. This focuses on the experiences of young autistic adults within day support services. His research interests include autism, learning disability, inclusive methodologies and phenomenology.