|dc.description.abstract||This study sets out to address the gap in the research literature where the voices of children on the Autism Spectrum have been routinely excluded and ignored. Drawing on Ranciére (1999), it is argued that children on the Autism Spectrum are a ‘policed’ group within education and therefore a ‘political’ response to this is required. To develop this political response, Ranciére’s (1991) Ignorant Schoolmaster is used as a theoretical resource to critically question traditional constructions of emancipation. The limitations of Ranciére’s construction of emancipation are identified and it is argued that his subject is exclusive because it is restricted to rational speaking beings.
The research moves beyond Ranciére’s (1991), by recognising the inclusive value in the term ‘communication’ as opposed to ‘voice’. As a result, a social justice lens is taken up underpinned by diversity, participation and communication. To genuinely attend to the voice of children on the Autism Spectrum, Visual Narrative and diaries are used and adapted based on individual communicative preferences. The research also captures the views of wider stakeholders using semi-structured interviews.
The data is analysed through a Thematic Analysis (TA). In contrast to traditional approaches to TA, the work of Deleuze and Guattari (2001) is employed to inform a ‘mapping’ approach to the analysis. To challenge medicalised understandings of Autism found within the data set, the work of Gilles Deleuze (1988) and Michel Foucault (1979) are used to rupture these discourses and provide tools to think differently.
Two main themes are developed from the TA. Deleuze’s (1988) concept of Virtuality is used to provide an alternative way of understanding challenging behaviour. This theory opens-up thinking that allows behaviour to be understood through a creative lens thus allowing for a greater array of positive solutions. In addition, Foucault’s (1979) theory of ‘Governmentality’ is used as a theory to think through the sonic understandings that dominated the narratives. A revised theory of Brown and McIntyre’s (1993) Normal Desirable State (NDS) is put forward, placing the child at the centre as opposed to the adult.||en_GB|
|dc.publisher||University of Stirling||en_GB|
|dc.subject.lcsh||Autism spectrum disorders||en_GB|
|dc.subject.lcsh||Autism spectrum disorders in children Education||en_GB|
|dc.subject.lcsh||Autistic children Education Scotland.||en_GB|
|dc.subject.lcsh||Autistic children Social conditions||en_GB|
|dc.title||Using Ranciére, Deleuze and Foucault to re-imagine research with children on the Autism Spectrum in Scottish primary schools||en_GB|
|dc.type||Thesis or Dissertation||en_GB|
|dc.type.qualificationname||Doctor of Education||en_GB|
|dc.rights.embargoreason||I wish to delay access to enable me to publish parts of this.||en_GB|
|Appears in Collections:||Faculty of Social Sciences eTheses|