The Learning Collaborative: An Approach to Emancipatory Research in Disability Studies
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Authors
McColl, Mary Ann
Adair, Bill
Davey, Sue
Kates, Nick
Date
2013-01
Type
journal article
Language
en
Keyword
Alternative Title
Abstract
The debate persists in disability studies about the best ways to learn more about the experience and consequences of disability. Various research approaches have held sway over the years, but a favoured approach at present appears to be emancipatory research. Due to numerous critiques and caveats, emancipatory research has been referred to as an “impossible dream”. In this paper we offer a way of satisfying the ideological principles of emancipatory research that upholds the highest standards of evidence and policy relevance. It is derived from continuing quality improvement in health care, and is referred to as the Learning Collaborative. We offer an example of the Learning Collaborative approach as it was used in Ontario Canada to improve accessibility in primary careettings. The Learning Collaborative approach is evaluated against criteria for collaboration in disability studies, and found to embrace many of the principles of emancipatory research, specifically: a focus on barrier removal, consumer-researcher collaborations at every stage, and a focus on the priorities of the disability community. In addition, it adds a level of scientific rigour through the use of evidence-based policy analysis and scoping methodology.
Keywords: Collaborative; emancipatory research; disability studies; consumer; community; evidence; methodology
Description
Also available at the Journal of Disability Studies journal website at https://doi.org/10.15353/cjds.v2i1.71.
Citation
McColl, Mary Ann, William Adair, Sue Davey, and Nick Kates. 2013. “The Learning Collaborative: An Approach to Emancipatory Research in Disability Studies.” Canadian Journal of Disability Studies 2(1):71-. doi: 10.15353/cjds.v2i1.71.
Publisher
Canadian Disability Studies Association