Reading silences/silent readings: Disrupting the hegemony of voice in research with disabled children

Abstract

By referring to an example from my doctoral research with children labeled and diagnosed with intellectual disabilities, I make a case for the ways that reading silences and silent readings within research are not only necessary but integral to refusing the claims of western colonial logics while also attending to the circulation of power imbalances within research processes. One of the key aims is to consider how embodied knowledges might increase access and inclusion of disabled children in knowledge production.