Listening to the Margins

Reflecting on Lessons Learned From a National Conference Focused on Establishing a Qualitative Research Platform for Childhood Disability and Race

Dados Bibliográficos

ID7441900
AutoresFiona J Moola (0000-0003-4904-7304, autor correspondente), Tim Ro (0000-0002-6664-711X), Aliya Amarshi, Aman Sium, Alyssa R Neville, Nivatha Moothathamby (0000-0003-1222-6157), Beth Dangerfield, Tamara Tynes-Powell, Tharanni Pathmalingam (0000-0003-2454-083X)
Ano2023
Volume22
Data de publicação2023-01-17
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Qualitative Methods (JOURNAL)
Identificadores do periódicoISSN: 1609-4069 • E-ISSN: 1609-4069
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/16094069231151306
OpenAlexW4316813082
IdiomaEN
Citações recebidas3
Referências citadas58

The late Black feminist scholar, bell hooks, suggested that the margin can be a place of radical possibility, where marginalized people nourish their capacity for collective resistance. On the margin, it is possible to generate a counter-language. In this paper, we chronicle, describe and reflect upon how bell hooks' ideas inspired the creation of a national 2-day conference titled, ‘Listening to the Margins’. This conference was focused on understanding the intersectional experiences of childhood disability and race with a view to better supporting racialized disabled children, youth, and their families. This conference was needed because intersectional experiences of childhood disability and race have been silenced in childhood disability studies, critical race studies, and various other resistance-oriented systems of thought. Racialized children with disabilities and their families are often unsupported as they navigate Euro-centric healthcare systems. Reflecting on lessons learned from our conference, we suggest several strategies for advancing meaningful research programs with racialized disabled children. Strategies include centering the art of listening, amplifying the margin, engaging the arts to promote empathy, embracing psychosocial support in work on ableism and racism, developing clinical tools and practices that are grounded in lived patient experiences, and advancing decolonizing research that recognizes the role research has historically played in perpetuating colonial violence. In totality, this article unpacks how sitting on the margins, as bell hooks suggested, has allowed us to occupy a place of discomfort and creativity necessary to disrupt dominant discourses. In so doing, we have made space for the hidden narratives of racialized disabled children and their families

Ableism · Active listening · Disability studies · Improvisation · Narrative · Racism · Resistance (ecology · Sociology · Visual arts · Child and Adolescent Health · Children's Rights and Participation · Disability Rights and Representation · Psychology · Gender Studies