Critical reflections on emancipatory partnerships in transition research: discerning perspectives of New Zealand Students on the autism spectrum

Abstract

Transition from school involves different perspectives. Those most silenced in the process are transitioning students with significant disability, and similarly, they are alienated from the conduct of research. In this empirical project, three young men with complex autism conditions in Aotearoa New Zealand reclaimed their position as experts on their own transitions, and moreover, their contributions to research on the subject. Over a six-month ethnography, unique methodological adaptions were used to access personal insights and capabilities through emancipatory partnerships. The research forged collaborations that have the potential to be mirrored in future practices applicable to a transition with dignity.

Keywords:

• Emancipatory partnerships
• capability approach
• transition
• significant disability
• ethnography
• Aotearoa New Zealand

Acknowledgements

We are thankful to all who participated in this study. We are also grateful to the anonymous reviewers for their feedback on earlier versions of the manuscript.