This paper will share an innovative and creative approach to researching the experience of disability through an Education Studies Programme. This has been realised through the development of a collegiate auto-ethnographic approach, which has drawn the academic experience and the student voice to the surface in a co-constructed narrative. Underpinned by a Posthumanist methodology, which draws on the “tangled lines” (Wyatt, et al, 2010:730) of Deleuze and Guarttari, we will be demonstrating the use of a sharing space for “becoming” (Deleuze, 1995:137) through the use of ‘show and tell’ snippets of memory and story, as a method for encouraging the “flow” (Deleuze, 1995:7) of discussion for this unique data collection methodology. The presentation will also share initial findings from the research.
Deleuze, G. (1995) Negotiations 1972-1990. New York : Columbia University Press
Wyatt, J., Gale, K., Gannon, S., & Davies, B (2010) ‘Deleuzian Thought and Collaborative Writing: A Play in Four Acts’, in Qualitative Inquiry, 16(9) pp.730-741