Navigating disability identity and language in research involving children and young people.

What is this about?

Despite contemporary tourism research being more inclusive of previously neglected groups, the views of children with disability are still largely absent, reflecting a disregard for both their agency and voice. My research sought to address this gap by focusing on understanding the holiday experiences of disabled children, using their self-reported narratives.

Locating the study in New Zealand, I invited children and young people aged 5-18 years who have a disability and who had holiday experiences in the past 12 months (domestic or international) to take part. This included children and young people with a range of intellectual, cognitive and physical disabilities. I utilised child/age/disability-friendly consent procedures (e.g., easy-read pictorial versions) and obtained dual consent from children and parents. To meet the unique characteristics and requests of the participants, I tailored the interviews (face-to- face or online), adopting a variety of approaches such as photo-elicitation. Overall, I worked hard to facilitate a respectful and participatory research process. However, a central challenge was addressing questions about disability identity (Who are disabled children? Is that the ‘right’ language?). In struggling to understand and address such foundational issues, I consulted a wide range of literature. However, navigating questions related to disability identity and language was tough in practice, given diverse expectations, interests and beliefs among the different groups of people with whom I was working (e.g., disability service providers, disabled people’s organisations (DPOs) and parent groups).

For whom is this important?

Research Ethics CommitteesResearcher

Other information

When

2021

Where

New Zealand