Elisabeth De Schauwer
Biographic Data
| ID | 91297 |
|---|---|
| NAME | Elisabeth De Schauwer |
| GIVEN NAMES | Elisabeth |
| FAMILY NAME | De Schauwer |
| SIGNATURE | DE SCHAUWER E |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0002-4030-8515 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 135 |
| AUTHOR COUNT | 43 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Reimagining challenging behaviour
This study explores how primary school children make sense of challenging behaviour through arts-based methods. Drawing on the concepts of ‘voice’ and ‘emergent listening’, it shows how children’s trioramas reflect, reproduce, and occasionally resist the grammar of schooling. They also reveal how institutional and political contexts, including geopolitical tensions such as those surrounding Gaza, shape understandings of behaviour in a Flemish cla…
Regular education where possible, special education where necessary
Inclusion is widely promoted as a principle of educational equity, yet its meaning remains fluid, contested and open to divergent interpretations. Policy plays a crucial role in giving shape to these meanings and in constructing the realities through which inclusion is understood and enacted. This paper examines how inclusion is conceptualised in recent Flemish education policy by analysing five key policy texts on inclusive education. Using the …
Mattering youth
For many young disabled people, the postsecondary transition is marked by uncertainty as support structures shift and expectations of adulthood increase. Through the story of Wout, a young man with Down syndrome, we examine who and what comes to matter in this life stage. Using a new materialist perspective, we attend to the human and material connections that shape his transition towards adult life. Rather than viewing transition as a brief in‐b…
Dare to think diverse
This article explores how community is enacted within higher education through the case of Durf Divers Denken (DDD), a grassroots platform at Ghent University. Within a neoliberal university, approaches to diversity often depoliticise inequality, reducing it to categories and policy rhetoric while leaving structural conditions intact. DDD foregrounds dialogue, solidarity, and critique, creating spaces where students and staff reflect. Drawing on …
Walking-With as a Co-creative Research Practice With Young Disabled Adults at the Postsecondary Transition
Through a disability studies lens walking-with is explored co-creatively as a relational method to understand the complexities young disabled people face during their transition to postsecondary life. Walking-with is defined by immersion into the lived experiences of young people, fostering an openness to following unpredictable processes in their lives. This approach avoids static representations and instead allows space to follow participants i…
Transitioning to adulthood for young disabled people
From a disability studies perspective, we want to understand how to support young disabled adults to belong in their local community once the postsecondary transition has arrived. The force of imagination in the search for possibilities other than the often-fixed normalised pathways is investigated by looking at some important life events of Wout, a young man with Down Syndrome. The researchers experiment with the method of intuition of Bergson (…
Living with blindness
Blindness (in)directly affects all aspects of daily life and participation in society. Living with a visual impairment can be mapped in terms of the intra-actions between blindness and an individual's networks. This study conceptualised visual impairment in the context of James and his different networks across his lifespan in an attempt to understand the contextualised and complex meaning of his disability. The lived experiences of James and his…
Exploring belonging in the documentary inclusief [inclusive] as a matter of care
In this article we study the concept of 'belonging' within the context of inclusive education. We see inclusion and belonging as two entangled concepts and focus on inclusion as an ethical process. We do this by analyzing the Flemish documentary Inclusief [Inclusive] to investigate the idea of belonging as building and finding roots. As a method we carry out a close reading of two episodes of the documentary and plug in theory to gain a deeper se…
My Story is Not a Pink Story”
With growing attention to including parents and eliciting their voices in the inclusive journey of their children, this paper discusses a process of research-creation. With examples of parents making podcasts about meaningful moments and feltness/felting, we explore parents' positions and development of strategies in creating inclusive childhoods for their children with disabilities. Our investigation showed how storytelling workshops and the mak…
The University Is Made for Those Who Can Climb the Stairs
Entering higher education presents significant challenges for students whose learning styles differ from the norm of the "(neuro)typical student." In Flanders, the prevailing notions persist in asserting that people with disabilities do not belong in a higher education system due to perceived shortcomings in meeting the traditional standards. In this article, we focus on a podcast " I write so I am: The power of the dyslexic brain" created by a f…
Keeping the Conversation Going
In response to Lee de Bie and Kate Brown's webinar on neuroatypicality in academia, Lieve Carette and Lee de Bie delve into the concept of "relational access" and its transformative influence on neurodivergent relationships, overcoming obstacles and expanding possibilities of support. Drawing inspiration from the creative initiatives of Mad and neurodivergent students and staff reshaping the academy, the authors share insights from their 6-year f…
Gabria’s life
Transitioning to adulthood is a dynamic period in life, in which significant decisions are made in several domains. In this study, we investigate the transition into post-secondary life of young adults with an intellectual disability who have followed an inclusive school trajectory in Flanders (Belgium). We aim to clarify the significant elements of this transition when the known structures of school disappear. As a method, we ‘walk-with’ Gabria …
‘Everything is there, but they don't bring it to your front door … ’ An analysis of the perception of early childcare by parents of children with disabilities
In Flanders, we are searching to implement inclusion in our educational systems, knowing that we have a strong focus on segregation and specialisation. Parents are often missing in the debate, while they are confronted with experiences of exclusion and discrimination. Our aim was to hear the parents’ voices on high-quality childcare for children with disabilities between 0 and 3 years old. As part of the evaluation of inclusive childcare practice…
I Grew Up Amidst Alcohol and Drugs
Experiencing parental substance use (PSU) has been associated with a heightened risk of developing substance use disorders (SUDs) in offspring. The primary goal of this study was to explore perspectives of adult children with lived experience of PSU who also developed SUDs themselves through first-hand experience. This study was conducted in Flanders (Belgium). A qualitative exploratory research design was applied. Seventeen semi-structured inter…
A collective biography on working relationships in inclusive research teams
In this article we explore our own experiences on working relationships in inclusive research through a collective biography. We aim to contribute to the understanding of how collaboration in inclusive research teams works, and how to realise transformation in ways of working together. In the collective biography we reflected on challenges in inclusive research, and how working together has impacted each one of us. In doing so we draw on Fine’s c…
Taking Turtle Time
Re-touche
Creativity and affect in families with a family member, who is labelled as disabled, is central in this article. These families are often pinned down to individual, closed categories where everything revolves around the label “disability.” Our research goes beyond binary thinking in terms of abled/disabled and other linear explanations by using artistic processes as ethnography. We start from encounters between two people who both created somethi…
Unseen? A qualitative study on how mothers and fathers living with a visual impairment experience parenthood
It is barely taken into account that a visually impaired child might one day become a parent. Research on the insider perspectives of parents on parenting with a visual impairment is scarce. This exploratory study reports on how six mothers and seven fathers living with a visual impairment experience parenthood. An individual or paired open interview, followed by qualitative content analysis, captured their multi-layered and personal lived experi…
A visitor in your house? Letters about non/normative family lives from sisters becoming mothers
Two women have become mothers. They both make art. They both grew up in a family with a sibling labelled as disabled. Ted, a visual artist, has made photographic and video work about her youngest sister. Marieke, an ethnographic filmmaker, created a short film about her eldest brother which fuelled her PhD about non-normative family lives. Intrigued by motherhood and sisterhood they start writing letters, through which they bring their memories, …
Visiting borders in education
This study engages with children sharing experiences of belonging at school, of receiving access and of exploring complex relationalities along shifting borders in educational spaces. Their understandings offer a magnifying glass on normativity, difference and social positions in school spaces. Through ‘flattening and folding’ with material and theoretical concepts, the authors map how qualitative data images made by children and theory constitut…
The empty desk in class
This paper engages with conversations with two teachers who each build socially just pedagogies and engage in minor gestures in response to the socio-educational-political reality they were confronted with – namely, a pupil disappearing from the classroom when her parents’ application for immigration was rejected. In an assemblage connecting the conversations to a transforming picture of an empty desk, to social media posts and online news source…
Desiring and critiquing humanity/ability/personhood
The authors take up the challenge of Goodley and Runswick-Cole’s call to dismantle the ability/disability binary such that those now called ‘disabled’ can unproblematically join the ranks of those who will be counted as human. Using the methodology of collective biography, the six authors explore their own memories of becoming abled, and find in those memories a similar pattern of desire for, and critique of, humanness that Goodley and Runswick-C…
Connecting teacher collaboration to inclusive practices using a social network approach
Listening Beyond Words
This paper draws on the making of a short video, called Swinging Together , produced in the context of an artistic participatory research project with people communicating beyond words. Our aim is to investigate how new materialist theories disrupt the production of ‘voice’ while working with a person labeled as ‘non-verbal’. We critique dominant functionalist and medical perspectives which reify ‘non-verbal’ only as a lack. In disrupting ‘voice’…
Becoming-with research participants
This article takes a post-qualitative stance upon the construction and taking up of certain positions in research by children and adults, and explores how emergent assemblages of (non-)human agents shape how children's voices are expressed and genuinely listened to within intra-active research encounters. Plugging in post-qualitative concepts as 'listening', 'response-ability' and 'becoming-with', this article analyses key incidents (that emerged…
Recognition and difference
This paper opens the space of post-qualitative research through an exploration of how acts of recognition and non-recognition work on and through the bodies of individual subjects. Using stories generated in a collective biography workshop and drawing on concepts from Foucault and Butler, and also, in contrast, Barad and Deleuze, the paper explores the way these different epistemologies intra-act with ways of seeing/reading/being recognizable sub…
Weaving Intersectionality into Disability Studies Research
The intra-active production of normativity and difference
Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent intracorporeal multiplicity’ [Fritsch, K. 2015. “Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations.” Foucault Studies 19: 43–66, 51]. From the feminist new materialist perspective that the authors wor…
The pursuit of belonging in inclusive education – insider perspectives on the meshwork of participation
According to the United Nations Convention for the Rights of Persons with Disabilities [UN 2006. Accessed May 7, 2016. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html], full participation should be premised for everyone with a disability. However, the concept of ‘full participation’ is not clear. In this article, it is argued that the conceptualisation of participation is essential to cr…
Animating Disability Differently
This article takes up Goodley's challenge to explore the ways in which poststructuralist research methodologies open up new ways of thinking about encounters with disability. Working with the materiality of their own encounters with disability and the conceptual possibilities opened up in poststructuralist and new materialist thought, the six authors deconstruct the ability/disability binary through animating disability differently. They draw on …
Shildrick’s monster
Working with memories generated in a collective biography workshop on difference/disability and drawing in particular on Shildrick’s analysis of monstrosity, this article analyses the ambivalent processes through which difference is othered and abjected. The article argues that through the process of abjection we disown for ourselves whatever qualities are being categorised as monstrous, with negative effects not just on the other, but also on th…
Becoming-with research participants
This article takes a post-qualitative stance upon the construction and taking up of certain positions in research by children and adults, and explores how emergent assemblages of (non-)human agents shape how children's voices are expressed and genuinely listened to within intra-active research encounters. Plugging in post-qualitative concepts as 'listening', 'response-ability' and 'becoming-with', this article analyses key incidents (that emerged…
Collective Biography
This article works with the methodology of collective biography to explore the space-in-between normativity and difference/disability. Working with the memories of the participants, collective biography explores the processes of subjectification through which individuals are made social, and through which they are discursively and intracorporeally constituted. The authors of this article work with memories generated in a collective biography work…
I want support, not comments’
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emoti…
Listening Beyond Words
This paper draws on the making of a short video, called Swinging Together , produced in the context of an artistic participatory research project with people communicating beyond words. Our aim is to investigate how new materialist theories disrupt the production of ‘voice’ while working with a person labeled as ‘non-verbal’. We critique dominant functionalist and medical perspectives which reify ‘non-verbal’ only as a lack. In disrupting ‘voice’…
Rethinking agency as an assemblage from change management to collaborative work
The movement towards inclusion comes together with a neoliberal audit mentality whereby individuals are held responsible for the transformations. The Special Educational Needs Coordinators (SENCOs) are seen as ‘change agents’ whose task it is, to support teachers in adapting their approach to optimise the chances for children with special needs in regular schools. In this paper, we want to problematise the ‘responsibility-blame discourse’ and loo…
Connecting teacher collaboration to inclusive practices using a social network approach
Supports for children with disabilities in regular education classrooms
This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for…
Desiring and critiquing humanity/ability/personhood
The authors take up the challenge of Goodley and Runswick-Cole’s call to dismantle the ability/disability binary such that those now called ‘disabled’ can unproblematically join the ranks of those who will be counted as human. Using the methodology of collective biography, the six authors explore their own memories of becoming abled, and find in those memories a similar pattern of desire for, and critique of, humanness that Goodley and Runswick-C…
Swimming is Never Without Risk
This article examines my own becoming as Elisabeth and as a researcher. It is about working as a support worker, coaching teams that are trying to realize inclusive education for a child, and my PhD process, which relies on these practices. My intention here is to unfold several aspects, blockages, possibilities, and tensions that can make sense of my messy struggle. The never-ending learning through working with people, listening to their storie…
Keeping the Conversation Going
In response to Lee de Bie and Kate Brown's webinar on neuroatypicality in academia, Lieve Carette and Lee de Bie delve into the concept of "relational access" and its transformative influence on neurodivergent relationships, overcoming obstacles and expanding possibilities of support. Drawing inspiration from the creative initiatives of Mad and neurodivergent students and staff reshaping the academy, the authors share insights from their 6-year f…
Violent Life in an Inclusive Classroom
In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are ma…
I can’t say I wasn’t anticipating it, but I didn’t see it coming in this magnitude
This article draws explicitly on the fieldwork challenging experiences of an ongoing PhD study which seeks to explore the role of the community in the inclusion of people with disabilities in the Northwest Region of Cameroon. It is apparent that every qualitative researcher undertaking fieldwork anticipate being confronted with challenges and difficulties in the process. Nevertheless, in spite of the anticipation of these challenges and complexit…
Disclosure and the Double Bind Processes of Students with Disabilities in Institutions for Higher Education
Transitioning to adulthood for young disabled people
From a disability studies perspective, we want to understand how to support young disabled adults to belong in their local community once the postsecondary transition has arrived. The force of imagination in the search for possibilities other than the often-fixed normalised pathways is investigated by looking at some important life events of Wout, a young man with Down Syndrome. The researchers experiment with the method of intuition of Bergson (…
Retouching and Revisiting the Strangers Within
This article explores what (working with) matter can tell us that language cannot or does not completely tell, about becoming a sensual, sexual woman free to move smoothly in and with her body. It explores how (working with) matter can transform living in, with and through a body, and how it affects and is affected. The text is centred around "touchpoints," that is, encounters through touch, as experienced by the first author as a dancer on wheel…
Research through a Camera Lens
Every family culture is ruled by unspoken codes. Throughout the short film Lode’s Code, Marieke Vandecasteele (the first author) searches for these codes within her own family in a visual-ethnographic way. In traditional research, families with a family member with a disability are often pinned down to individual categories linked with linear explanations. Vandecasteele’s search for the code of her brother Lode and for her own position in the par…
Everywhere We Go, People Seem to Know”
Psychological wellbeing has received attention from academics and policymakers worldwide. Initiatives to improve psychoeducation, campaigns to raise awareness, and charity projects have been established as part of efforts to change public attitudes and behaviors toward mental health problems. The common goal of these initiatives is the prevention of mental health problems in order to reduce the global burden of mental health disease. Some target …
Supports for children with disabilities in regular education classrooms
This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for…
I want support, not comments’
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emoti…
Swimming is Never Without Risk
This article examines my own becoming as Elisabeth and as a researcher. It is about working as a support worker, coaching teams that are trying to realize inclusive education for a child, and my PhD process, which relies on these practices. My intention here is to unfold several aspects, blockages, possibilities, and tensions that can make sense of my messy struggle. The never-ending learning through working with people, listening to their storie…
Recognition and difference
This paper opens the space of post-qualitative research through an exploration of how acts of recognition and non-recognition work on and through the bodies of individual subjects. Using stories generated in a collective biography workshop and drawing on concepts from Foucault and Butler, and also, in contrast, Barad and Deleuze, the paper explores the way these different epistemologies intra-act with ways of seeing/reading/being recognizable sub…
Disclosure and the Double Bind Processes of Students with Disabilities in Institutions for Higher Education
Crossing Thresholds with a Child with a Disability
This essay takes up the concept of “thresholds” as it was developed in the Spring 2014 issue of Departures in Critical Qualitative Research. It opens up a fertile seam of thought about encounters with people labeled as “disabled” and with one's own child in particular. The article troubles the processes of normalization, and opens up the space of difference by excavating its unspeakability. The stories of two mothers and their disabled children a…
Weaving Intersectionality into Disability Studies Research
I can’t say I wasn’t anticipating it, but I didn’t see it coming in this magnitude
This article draws explicitly on the fieldwork challenging experiences of an ongoing PhD study which seeks to explore the role of the community in the inclusion of people with disabilities in the Northwest Region of Cameroon. It is apparent that every qualitative researcher undertaking fieldwork anticipate being confronted with challenges and difficulties in the process. Nevertheless, in spite of the anticipation of these challenges and complexit…
Shildrick’s monster
Working with memories generated in a collective biography workshop on difference/disability and drawing in particular on Shildrick’s analysis of monstrosity, this article analyses the ambivalent processes through which difference is othered and abjected. The article argues that through the process of abjection we disown for ourselves whatever qualities are being categorised as monstrous, with negative effects not just on the other, but also on th…
The intra-active production of normativity and difference
Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent intracorporeal multiplicity’ [Fritsch, K. 2015. “Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations.” Foucault Studies 19: 43–66, 51]. From the feminist new materialist perspective that the authors wor…
The pursuit of belonging in inclusive education – insider perspectives on the meshwork of participation
According to the United Nations Convention for the Rights of Persons with Disabilities [UN 2006. Accessed May 7, 2016. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html], full participation should be premised for everyone with a disability. However, the concept of ‘full participation’ is not clear. In this article, it is argued that the conceptualisation of participation is essential to cr…
Rethinking agency as an assemblage from change management to collaborative work
The movement towards inclusion comes together with a neoliberal audit mentality whereby individuals are held responsible for the transformations. The Special Educational Needs Coordinators (SENCOs) are seen as ‘change agents’ whose task it is, to support teachers in adapting their approach to optimise the chances for children with special needs in regular schools. In this paper, we want to problematise the ‘responsibility-blame discourse’ and loo…
Animating Disability Differently
This article takes up Goodley's challenge to explore the ways in which poststructuralist research methodologies open up new ways of thinking about encounters with disability. Working with the materiality of their own encounters with disability and the conceptual possibilities opened up in poststructuralist and new materialist thought, the six authors deconstruct the ability/disability binary through animating disability differently. They draw on …
Everywhere We Go, People Seem to Know”
Psychological wellbeing has received attention from academics and policymakers worldwide. Initiatives to improve psychoeducation, campaigns to raise awareness, and charity projects have been established as part of efforts to change public attitudes and behaviors toward mental health problems. The common goal of these initiatives is the prevention of mental health problems in order to reduce the global burden of mental health disease. Some target …
Collective Biography
This article works with the methodology of collective biography to explore the space-in-between normativity and difference/disability. Working with the memories of the participants, collective biography explores the processes of subjectification through which individuals are made social, and through which they are discursively and intracorporeally constituted. The authors of this article work with memories generated in a collective biography work…
Research through a Camera Lens
Every family culture is ruled by unspoken codes. Throughout the short film Lode’s Code, Marieke Vandecasteele (the first author) searches for these codes within her own family in a visual-ethnographic way. In traditional research, families with a family member with a disability are often pinned down to individual categories linked with linear explanations. Vandecasteele’s search for the code of her brother Lode and for her own position in the par…
Desiring and critiquing humanity/ability/personhood
The authors take up the challenge of Goodley and Runswick-Cole’s call to dismantle the ability/disability binary such that those now called ‘disabled’ can unproblematically join the ranks of those who will be counted as human. Using the methodology of collective biography, the six authors explore their own memories of becoming abled, and find in those memories a similar pattern of desire for, and critique of, humanness that Goodley and Runswick-C…
Connecting teacher collaboration to inclusive practices using a social network approach
Listening Beyond Words
This paper draws on the making of a short video, called Swinging Together , produced in the context of an artistic participatory research project with people communicating beyond words. Our aim is to investigate how new materialist theories disrupt the production of ‘voice’ while working with a person labeled as ‘non-verbal’. We critique dominant functionalist and medical perspectives which reify ‘non-verbal’ only as a lack. In disrupting ‘voice’…
Becoming-with research participants
This article takes a post-qualitative stance upon the construction and taking up of certain positions in research by children and adults, and explores how emergent assemblages of (non-)human agents shape how children's voices are expressed and genuinely listened to within intra-active research encounters. Plugging in post-qualitative concepts as 'listening', 'response-ability' and 'becoming-with', this article analyses key incidents (that emerged…
Violent Life in an Inclusive Classroom
In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are ma…
Retouching and Revisiting the Strangers Within
This article explores what (working with) matter can tell us that language cannot or does not completely tell, about becoming a sensual, sexual woman free to move smoothly in and with her body. It explores how (working with) matter can transform living in, with and through a body, and how it affects and is affected. The text is centred around "touchpoints," that is, encounters through touch, as experienced by the first author as a dancer on wheel…
Re-touche
Creativity and affect in families with a family member, who is labelled as disabled, is central in this article. These families are often pinned down to individual, closed categories where everything revolves around the label “disability.” Our research goes beyond binary thinking in terms of abled/disabled and other linear explanations by using artistic processes as ethnography. We start from encounters between two people who both created somethi…
Unseen? A qualitative study on how mothers and fathers living with a visual impairment experience parenthood
It is barely taken into account that a visually impaired child might one day become a parent. Research on the insider perspectives of parents on parenting with a visual impairment is scarce. This exploratory study reports on how six mothers and seven fathers living with a visual impairment experience parenthood. An individual or paired open interview, followed by qualitative content analysis, captured their multi-layered and personal lived experi…
A visitor in your house? Letters about non/normative family lives from sisters becoming mothers
Two women have become mothers. They both make art. They both grew up in a family with a sibling labelled as disabled. Ted, a visual artist, has made photographic and video work about her youngest sister. Marieke, an ethnographic filmmaker, created a short film about her eldest brother which fuelled her PhD about non-normative family lives. Intrigued by motherhood and sisterhood they start writing letters, through which they bring their memories, …
Sociology (32 works) · Psychology (30 works) · Disability Rights and Representation (16 works) · Epistemology (15 works) · Social Psychology (14 works) · Philosophy (13 works) · Art (12 works) · Children's Rights and Participation (12 works) · Pedagogy (12 works) · Philosophy (12 works)