Advancing an inclusive research approach in humanities and social sciences: The crucial role of self-study and narrative enquiry in doctoral research experiences

Abstract

This article examines the potential of self-study and narrative enquiry as inclusive research methodologies within the realm of higher education, with a particular emphasis on the doctoral experience. The lived experiences of individuals who have faced discrimination during their academic pursuits are illuminated through the analysis of two distinct case studies. The intersectionality of discrimination is emphasised, underscoring the necessity for higher education institutions to ensure equitable, and inclusive practices. A sustained effort to challenge and transform discriminatory practices and power dynamics is advocated, not only within the research process but also in the wider contexts where research is undertaken. This endeavour necessitates a profound comprehension of the intricate nuances inherent in the concept of inclusion, accompanied by a resolute dedication to acknowledging the distinctive requirements of each individual. The objective is to contribute to the ongoing discourse on inclusive research methodologies and provide a foundation for future research and initiatives aimed at fostering justice and ethical practices within higher educational institutions.