WEBVTT - This file was automatically generated by VIMEO 0 00:00:04.545 --> 00:00:09.055 Reflection is central to all action research endeavors and I thought that since 1 00:00:09.135 --> 00:00:12.855 I have taken up the challenge to address barriers to qualitative research for 2 00:00:12.855 --> 00:00:13.935 diverse body minds, 3 00:00:14.175 --> 00:00:17.495 I thought it would be prudent to briefly contextualize how I understand 4 00:00:17.495 --> 00:00:22.055 qualitative research method and the process of action research. First, 5 00:00:22.735 --> 00:00:26.895 I understand qualitative method to be that which strives for thick descriptors 6 00:00:26.915 --> 00:00:27.748 of phenomena, 7 00:00:27.845 --> 00:00:32.175 essentially an explanation of the why of being and doing in the world and how 8 00:00:32.175 --> 00:00:36.935 this meaning of why provides an informed understanding of the human 9 00:00:37.095 --> 00:00:37.928 dynamics. 10 00:00:38.135 --> 00:00:42.255 Denson and Lincoln suggest that the experience focus of qualitative research, 11 00:00:42.595 --> 00:00:46.975 uh, demands multifaceted, observable data, which may be case study, 12 00:00:47.615 --> 00:00:51.415 personal experience, introspectives life story interview, 13 00:00:51.605 --> 00:00:56.575 observational historical interactional and visual text that describe routine 14 00:00:56.595 --> 00:01:00.415 and problematic moments and meanings in individuals' lives. 15 00:01:00.915 --> 00:01:04.175 So how does action research situate with this type of method? 16 00:01:04.835 --> 00:01:09.815 Action research involves human dynamics of the personal or professional with the 17 00:01:09.865 --> 00:01:11.775 power of dynamics of systems, 18 00:01:11.775 --> 00:01:16.095 whether social or political exerting influences over practices In some areas, 19 00:01:16.675 --> 00:01:20.575 action research seems to invite honest introspective correction, two, 20 00:01:20.695 --> 00:01:25.615 wicked problems at the local and systems levels exerting of its participants. 21 00:01:26.095 --> 00:01:29.055 Collaboration, communication, and practical problem solving. 22 00:01:29.395 --> 00:01:33.935 Action research seeks to bring sustained participant informed correction to the 23 00:01:33.935 --> 00:01:38.375 status quo. As a as stated interdependence among norms, rules, 24 00:01:38.595 --> 00:01:43.055 skills and values creates a pattern called the status quo that becomes so 25 00:01:43.205 --> 00:01:47.815 omnipresent so as to be taken for granted and to go unchallenged. 26 00:01:48.365 --> 00:01:52.255 With the qualities of purposeful engagement and dynamic responsiveness to 27 00:01:52.255 --> 00:01:53.735 problems and action plans, 28 00:01:54.195 --> 00:01:59.095 action research can invite new learning and enduring change efforts. 29 00:01:59.995 --> 00:02:04.415 How does action research apply to the critical examination I have taken with 30 00:02:04.415 --> 00:02:06.535 respect to qualitative inquiry, 31 00:02:06.535 --> 00:02:10.015 accessibility and equitability for diverse body minds? 32 00:02:10.495 --> 00:02:15.175 Emancipatory action research according to Mertens can claim an origin 33 00:02:15.755 --> 00:02:19.975 in the disability rights movement which sought to hold accountable social, 34 00:02:20.365 --> 00:02:24.895 political and economic structures and systems that were disabling seeking 35 00:02:25.105 --> 00:02:26.735 equal rights and representation. 36 00:02:27.715 --> 00:02:32.255 One aim of the movement was to have equal voice and representation in research. 37 00:02:32.955 --> 00:02:37.655 The disability rights movement sought to advocate that research not be done on 38 00:02:37.655 --> 00:02:42.615 the community, but instead with the community in a way that promotes tangible, 39 00:02:43.575 --> 00:02:48.135 positive and enduring changes in disability and accurately reflects the lived 40 00:02:48.135 --> 00:02:49.255 experience of disability. 41 00:02:49.575 --> 00:02:53.775 Emancipatory action research is a type of critical inquiry that seeks to 42 00:02:53.775 --> 00:02:58.775 influence transmute actions through emboldening a person-centered contextualize 43 00:02:59.105 --> 00:03:04.005 And issue salient investigative approach to research as a means of peaceably and 44 00:03:04.005 --> 00:03:08.085 with rationality exposing and destabilizing systems and structures that 45 00:03:08.085 --> 00:03:12.805 legitimize repressive inequalities towards those on the societal periphery 46 00:03:12.805 --> 00:03:17.725 because they do not conform to the dominant group. In turn, 47 00:03:18.025 --> 00:03:21.965 the non-dominant unrepresented groups are relegated to delimited space, 48 00:03:22.235 --> 00:03:24.285 restrictive access and exclusion. 49 00:03:24.765 --> 00:03:29.565 Emancipatory action research is aimed at offering transformative action against 50 00:03:29.565 --> 00:03:32.085 power disparities. With this as the framework, 51 00:03:32.315 --> 00:03:34.845 what were the articulated purposes of the study? 52 00:03:35.575 --> 00:03:39.165 There were four explicit aims of the study. One, 53 00:03:39.505 --> 00:03:43.485 to provide a means of situating the dynamics of disability experience 54 00:03:43.635 --> 00:03:48.085 appropriately through qualitative methods that are individually 55 00:03:48.195 --> 00:03:50.685 centering and validating. Two, 56 00:03:51.685 --> 00:03:56.085 demonstrating that multimodality in qualitative research process can 57 00:03:56.355 --> 00:03:59.885 enhance the inclusivity of disability in the discrete component. 58 00:03:59.975 --> 00:04:03.245 Parts of action research which are planning, acting, 59 00:04:03.495 --> 00:04:06.285 developing and reflecting. Three, 60 00:04:07.165 --> 00:04:12.045 demonstrate that multimodality and research is one mode by which one can remove 61 00:04:12.525 --> 00:04:16.965 physical and intellectual access barriers and in an emancipatory way displace 62 00:04:17.025 --> 00:04:19.925 the norm. Eight standardizations of qualitative research, 63 00:04:20.255 --> 00:04:25.125 which Lester and Nusbaum clarify is the composite identity status held 64 00:04:25.185 --> 00:04:29.645 by those who are not stigmatized by identifiers of disability or other 65 00:04:29.725 --> 00:04:32.645 devalued identities. Number four, 66 00:04:33.565 --> 00:04:38.525 research produced by a diverse body mind is both reasonable and rigorous in that 67 00:04:38.545 --> 00:04:41.205 it withstands common tests of qualitative rigor, 68 00:04:41.625 --> 00:04:46.605 but more importantly it turns a critically introspective lens onto the goals 69 00:04:46.605 --> 00:04:50.285 of qualitative research. Those goals, as I have stated, 70 00:04:50.545 --> 00:04:55.325 are to understand why and how this knowing and meaning of why 71 00:04:55.575 --> 00:04:58.165 helps us to better understand the human condition. 72 00:04:58.665 --> 00:05:01.085 If this is true of qualitative inquiry, 73 00:05:01.435 --> 00:05:05.605 then the factor of reasonable would be twofold. One, 74 00:05:06.695 --> 00:05:09.885 space for diversity in design, discharge, 75 00:05:10.255 --> 00:05:14.885 dissection and distillation of meaning and dissemination of qualitative inquiry 76 00:05:15.235 --> 00:05:19.885 naturally invites a more complete understanding of the diverse and individual 77 00:05:19.885 --> 00:05:21.325 ways in which we perceive, 78 00:05:21.675 --> 00:05:26.405 receive and interact with the world and in turn how this influences the manner 79 00:05:26.405 --> 00:05:30.245 in which we operate and interact with the world around us, 80 00:05:30.665 --> 00:05:35.285 making up what we know as our negotiated reality. Two, 81 00:05:36.345 --> 00:05:41.205 it situates creatively contrasting ways that a diverse body mind might create 82 00:05:41.265 --> 00:05:44.925 and produce knowledge and the representational power within that. 83 00:05:45.795 --> 00:05:49.365 What specific actions did I take to accomplish these aims, 84 00:05:50.135 --> 00:05:54.925 which at their core were intended to unsettle in a 85 00:05:55.205 --> 00:05:56.365 constructively critical way, 86 00:05:56.815 --> 00:06:01.125 taken for granted norms and prescriptions of qualitative research that 87 00:06:01.505 --> 00:06:06.045 unless processed through a diverse body mind may go unnoticed, 88 00:06:06.655 --> 00:06:11.005 these barriers may come in the form of physical and intellectual access ones and 89 00:06:11.005 --> 00:06:13.965 likely others not considered in the scope of this action research. 90 00:06:14.825 --> 00:06:19.685 How was I able to construct a convincing case that there is indeed an 91 00:06:19.685 --> 00:06:24.525 imperative for diverse and inclusive methodological innovations to ensure 92 00:06:24.675 --> 00:06:28.725 that there are more complete representations of the dynamics of disability in 93 00:06:28.725 --> 00:06:30.565 qualitative inquiry? First, 94 00:06:31.325 --> 00:06:35.885 I designed an emancipatory spirited study intently focused on making 95 00:06:35.975 --> 00:06:40.725 engagement with and the end products of it centering and validating 96 00:06:40.785 --> 00:06:42.525 for participants and myself. 97 00:06:43.145 --> 00:06:47.485 My model was led with conceptualization of emancipatory action research, 98 00:06:47.775 --> 00:06:52.725 which stated briefly is realized through a five-step process of being 99 00:06:53.265 --> 00:06:57.605 problematizing, colonization, action and making sense. 100 00:06:58.185 --> 00:07:01.765 How did I use these as a guidance being? 101 00:07:03.035 --> 00:07:05.845 What does being involve and how did it apply? 102 00:07:06.375 --> 00:07:10.965 Being involves the contemplative awareness of a condition or happening that 103 00:07:11.165 --> 00:07:15.605 requires some critical attention. Within the scope of this action research, 104 00:07:15.905 --> 00:07:20.325 the being stage was rendered with three emancipatory exercises. One, 105 00:07:20.705 --> 00:07:24.605 my recognition through professional practice that conceptualization of assistive 106 00:07:24.605 --> 00:07:29.085 technology should encompass more than the functional return of use and instead 107 00:07:29.405 --> 00:07:34.005 considered the embodied negotiated experience of assistive technology usage and 108 00:07:34.005 --> 00:07:38.485 that an individual using assistive technology contends with a revised manner of 109 00:07:38.485 --> 00:07:42.565 being in the world as a result of impairment and reliance on assistive 110 00:07:42.565 --> 00:07:46.965 technologies for inde, uh, for negotiating life independently. Two, 111 00:07:47.795 --> 00:07:52.285 multimodality and methodological approach aligned with principles of universal 112 00:07:52.285 --> 00:07:56.925 design for learning and to advocate increased accessibility and equitability 113 00:07:57.095 --> 00:08:00.645 concerning critical qualitative research. Three, 114 00:08:01.345 --> 00:08:06.005 the inclusion of disability reclamation statements as a part of action research. 115 00:08:06.545 --> 00:08:10.445 Problematizing, what does problematizing involve and how did it? 116 00:08:10.505 --> 00:08:14.845 How did it apply? It means using some medium, whether audio, 117 00:08:15.145 --> 00:08:19.925 visual or et cetera to raise issue salience and social consciousness 118 00:08:20.075 --> 00:08:24.765 depicting the issue in context and real time to generate interest and evoke 119 00:08:24.965 --> 00:08:25.798 feelings. 120 00:08:26.045 --> 00:08:30.885 A generative theme by manner of the research design participants were afforded a 121 00:08:30.915 --> 00:08:35.405 safe centering space to allow them to reflect on their own experiences with 122 00:08:35.485 --> 00:08:40.245 dyslexia and assistive technology, as well as an emergence of new awareness 123 00:08:42.275 --> 00:08:46.085 consensusization. What does consensusization involve and how did it apply? 124 00:08:46.625 --> 00:08:50.765 The issue that has been problematized will at this stage be contextualized 125 00:08:50.765 --> 00:08:55.725 against social and political systems and structures to identify and meaningfully 126 00:08:55.785 --> 00:08:59.685 engage with actionable steps of correction to that problem. 127 00:09:01.025 --> 00:09:01.858 In this stage, 128 00:09:02.185 --> 00:09:06.485 the dominant narratives and their incongruencies with the reality of the 129 00:09:06.485 --> 00:09:10.765 marginalized are placed into critical questioning. Pre-discussion, 130 00:09:11.605 --> 00:09:16.125 informal conversations with participants were facilitated discussing 131 00:09:16.505 --> 00:09:21.485 for example, how social and political systems and structures create disability. 132 00:09:22.025 --> 00:09:22.858 In addition, 133 00:09:22.925 --> 00:09:27.805 I aided participants in a basal level understanding of life world and each 134 00:09:28.125 --> 00:09:32.485 fraction of experience, which included selfhood, sociality, 135 00:09:33.055 --> 00:09:37.365 embodiment, temporality, spatiality, project and discourse, 136 00:09:37.905 --> 00:09:42.365 as well as moodedness so as to allow them to begin thinking about how 137 00:09:43.085 --> 00:09:46.085 considering their experiences from a life world perspective may challenge 138 00:09:46.405 --> 00:09:51.205 dominant narratives that they have perhaps internalized about their experience 139 00:09:51.435 --> 00:09:55.685 without really considering how they describe and adapt to a negotiated 140 00:09:55.685 --> 00:10:00.325 experience with and through dyslexia and as an assistive technology user and 141 00:10:00.325 --> 00:10:02.965 what that means for them. Action. 142 00:10:04.155 --> 00:10:07.365 What does action involve and how did I apply it? 143 00:10:08.155 --> 00:10:12.605 This stage invites co-engagement and participation with the community 144 00:10:13.025 --> 00:10:17.565 in tangible production of change products and in turn centers the 145 00:10:17.595 --> 00:10:19.445 counter narratives of the issue. 146 00:10:20.905 --> 00:10:25.565 The action was the creation of a documentary of sorts using a storytelling 147 00:10:25.835 --> 00:10:29.925 narrative interview style with analysis through deep listening and video 148 00:10:29.995 --> 00:10:30.828 editing, 149 00:10:30.955 --> 00:10:35.365 working cooperatively together to use as a context how 150 00:10:35.365 --> 00:10:39.365 post-secondary students with dyslexia describe and adapt to a negotiated 151 00:10:39.395 --> 00:10:43.805 existence with and through dyslexia and assistive technology from a life world 152 00:10:43.805 --> 00:10:48.285 perspective with specific focus on the fractions of experience 153 00:10:48.285 --> 00:10:52.885 including selfhood, sociality, embodiment, temporality, 154 00:10:53.295 --> 00:10:57.965 spatiality, project, discourse and moodedness. Making sense. 155 00:10:58.635 --> 00:11:00.845 What is making sense in how did I apply it? 156 00:11:01.195 --> 00:11:05.885 This stage involves translating punctuating experiences and individual or group 157 00:11:06.085 --> 00:11:08.285 centered meaning makings into comprehensible, 158 00:11:08.795 --> 00:11:13.125 practicable and actionable steps towards critical conscious consciousness 159 00:11:13.125 --> 00:11:17.605 raising so that there is an empathic understanding of systematic issues and in 160 00:11:17.605 --> 00:11:21.405 turn a natural continuance of inquiry and meaningful progress. 161 00:11:22.635 --> 00:11:27.485 What were the co-created products of the research that helped in the making of 162 00:11:27.495 --> 00:11:28.328 sense. 163 00:11:28.945 --> 00:11:33.925 The co-created products from this research were one a two-part video 164 00:11:34.025 --> 00:11:38.525 series as proving ground for the fact that the dynamics of disability 165 00:11:38.525 --> 00:11:43.005 experience can be more appropriately situated in qualitative research 166 00:11:43.075 --> 00:11:48.005 through purposeful consideration of centering and validation in the research 167 00:11:48.005 --> 00:11:52.525 space through accessible and equitable methodological approaches. Two, 168 00:11:53.225 --> 00:11:58.005 An edited book perspectives to extend the critical conversation about accessible 169 00:11:58.145 --> 00:12:03.125 and equitable means of engagement With qualitative inquiry. Three, two, 170 00:12:03.125 --> 00:12:07.405 professional development discussion guides to work towards the co-created 171 00:12:07.405 --> 00:12:08.885 products of this action research. 172 00:12:09.115 --> 00:12:12.605 What specific methodological steps did I take and why? 173 00:12:13.175 --> 00:12:17.725 First I considered the access needs I brought to the research as well as that of 174 00:12:17.725 --> 00:12:18.558 my participants. 175 00:12:19.155 --> 00:12:22.765 What were some of the access need considerations 176 00:12:23.945 --> 00:12:24.778 for me? 177 00:12:24.805 --> 00:12:28.325 I have always felt that I don't belong in research spaces and that the way my 178 00:12:28.325 --> 00:12:32.765 voice expresses itself is somehow inferior to others in the research space 179 00:12:32.765 --> 00:12:35.165 because I do not perceive, receive, 180 00:12:35.185 --> 00:12:39.765 or interact with information in a normative or standard way as the result of 181 00:12:40.005 --> 00:12:44.485 learning disabilities and information processing disorders secondary to cerebral 182 00:12:44.535 --> 00:12:49.405 palsy for example. While I can make connections, 183 00:12:49.795 --> 00:12:51.605 visualize patterns of convergence, 184 00:12:51.635 --> 00:12:55.925 emergence and divergence in the data and deal with graduated abstraction and 185 00:12:55.925 --> 00:12:56.758 meaning making, 186 00:12:56.785 --> 00:13:00.965 it does not come without pronounced difficulty and inordinate amounts of 187 00:13:01.135 --> 00:13:03.525 processing time. To be successful, 188 00:13:03.885 --> 00:13:08.245 I must engage in a multimodal manner. For my participants, 189 00:13:08.365 --> 00:13:10.445 I considered the fact that perhaps like me, 190 00:13:10.795 --> 00:13:15.485 they may present with processing or other similar expression difficulties and 191 00:13:15.485 --> 00:13:20.205 equally so a narrative interview on the topic may be complex and nuanced 192 00:13:20.345 --> 00:13:22.525 to engage with. So to counter this, 193 00:13:22.765 --> 00:13:27.605 I designed the study so that there was maximal flexibility with respect to a 194 00:13:28.325 --> 00:13:32.245 advanced discussion preparation time. B, selection of interview style, 195 00:13:32.275 --> 00:13:36.765 whether semi-structured or unstructured C. interview pacing 196 00:13:37.105 --> 00:13:40.205 and D. the mode of follow-up and the like. 197 00:13:41.035 --> 00:13:44.365 What are some of the analytic tools and strategies that I used? 198 00:13:44.535 --> 00:13:45.445 First and foremost, 199 00:13:45.455 --> 00:13:49.165 video data with a narrative storytelling style of interviewing. 200 00:13:49.905 --> 00:13:54.685 Why? Heath, Hindmarsh, and Luff argue that video data has contained within 201 00:13:54.705 --> 00:13:59.245 an illustrative detail that can provide analytically stimulating and engrossing 202 00:13:59.245 --> 00:14:04.005 meaning-making production forged from an intermix of subtlety and explicitness 203 00:14:04.485 --> 00:14:07.965 derived from the fact that there is a preservation of visible actions, 204 00:14:08.225 --> 00:14:11.325 spoken words, and nonverbal detail. However, 205 00:14:12.015 --> 00:14:16.845 Heath, Hindmarsh, and Luff suggest that even with this noticeable richness and 206 00:14:16.845 --> 00:14:18.485 preserved depth of video data, 207 00:14:18.795 --> 00:14:23.245 such data sources are relatively underutilized in the social sciences. 208 00:14:23.245 --> 00:14:24.925 Despite their significant potential, 209 00:14:25.275 --> 00:14:30.005 they argue that video-based studies can provide the practical and 210 00:14:30.005 --> 00:14:34.365 methodological resources through which we can begin to counter the linguistic 211 00:14:34.515 --> 00:14:39.405 turn and to take seriously the ways in which social action is produced 212 00:14:39.785 --> 00:14:43.405 as intelligible by virtue of the interplay of the spoken, 213 00:14:43.905 --> 00:14:47.365 the visible and the material. In a similar vein, 214 00:14:47.615 --> 00:14:51.840 other researchers maintain that methodology involving digital audio visual 215 00:14:51.840 --> 00:14:56.365 components allows the researcher to situate as an unobtrusive observer and 216 00:14:56.365 --> 00:15:00.445 liberates the data in a sense by allowing a depth and breadth to its 217 00:15:00.445 --> 00:15:05.085 presentation and dynamic preservation in a way that is absent from transcripts 218 00:15:05.085 --> 00:15:08.165 alone. It is my contention that multimodal data, 219 00:15:08.355 --> 00:15:13.205 whether by or some other mode when utilized in a study that seeks to 220 00:15:13.205 --> 00:15:17.405 completely and contextually represent as well as dynamically situate the 221 00:15:17.405 --> 00:15:21.285 experience of disability in a manner that promotes principles of centering 222 00:15:21.535 --> 00:15:25.405 validation and co-partnership in the knowledge production of disability. 223 00:15:25.855 --> 00:15:29.685 Multimodal means of engagement are of critical importance 224 00:15:30.395 --> 00:15:33.525 through such an approach physical and intellectual access. 225 00:15:33.725 --> 00:15:38.125 Barriers are not only lessened but acknowledged on an individual basis and the 226 00:15:38.125 --> 00:15:42.485 flexibility to the research approach can be used as a means of accessible 227 00:15:42.515 --> 00:15:44.765 equitable inclusion in the research process. 228 00:15:45.805 --> 00:15:49.485 I believe that such an approach practically extends the argument of Lester 229 00:15:49.485 --> 00:15:53.245 and Nusbaum in centering diverse body minds in critical qualitative inquiry 230 00:15:53.515 --> 00:15:58.165 that diverse body minds should not be sidelined as illegible because they do not 231 00:15:58.195 --> 00:16:03.005 conform to the normate or ways of engaging with and producing 232 00:16:03.005 --> 00:16:07.325 knowledge. Why should someone be excluded from the research process 233 00:16:07.325 --> 00:16:09.165 because they do not receive, 234 00:16:09.885 --> 00:16:12.605 perceive or interact in a normatively patterned way. 235 00:16:13.315 --> 00:16:18.205 Just because the inquiry may look different and feel different does not discount 236 00:16:18.205 --> 00:16:22.525 it or its process as reasonable and valid. In fact, 237 00:16:22.945 --> 00:16:27.005 if the intention of qualitative inquiry is to arrive at the why of being in 238 00:16:27.005 --> 00:16:30.645 doing in the world and the meaning that can be taken from that why to better 239 00:16:30.645 --> 00:16:32.885 understand the dynamics of the human condition, 240 00:16:33.155 --> 00:16:37.245 then wouldn't it be valid and reasonable to invite diverse body minds of all 241 00:16:37.255 --> 00:16:39.085 kinds into the research space. 242 00:16:39.585 --> 00:16:44.005 For it is then that we can completely understand the nuances of negotiated 243 00:16:44.135 --> 00:16:44.968 existences. 244 00:16:45.675 --> 00:16:50.205 Multimodality and research is a way to practically invite the 245 00:16:50.445 --> 00:16:55.085 exercise of an exchange from qualitative research as well as situate those with 246 00:16:55.085 --> 00:16:57.245 diverse body minds to create and produce it. 247 00:16:57.775 --> 00:17:02.325 Kuntz convincingly articulated a notion of spaces of possibility in qualitative 248 00:17:02.565 --> 00:17:05.005 research to which he claims often, 249 00:17:05.295 --> 00:17:09.485 which such spaces of possibility extend from the recognition that 250 00:17:10.365 --> 00:17:14.165 previously legitimized forms of knowing and being whether 251 00:17:14.425 --> 00:17:18.805 epistemological and ontological assumptions respectively misrepresent 252 00:17:19.155 --> 00:17:20.845 others' lived realities. 253 00:17:21.465 --> 00:17:26.245 It is through my own navigation of these spaces of possibility that I was able 254 00:17:26.245 --> 00:17:30.205 to design what I believe to be an an inclusive, accessible, 255 00:17:30.225 --> 00:17:32.445 and equitable study. Secondly, 256 00:17:32.885 --> 00:17:36.285 I used post-interview memos as a part of the analytic technique. 257 00:17:36.885 --> 00:17:41.565 I took time to openly and critically reflect on the strength of rapport building 258 00:17:41.875 --> 00:17:43.565 established with the participant. 259 00:17:44.105 --> 00:17:48.485 The post-interview memos were evidence of tangible and intangible situational 260 00:17:48.485 --> 00:17:49.145 factors 261 00:17:49.145 --> 00:17:54.005 And tone in conjunction with the meaningfulness of the bond and mutuality 262 00:17:54.025 --> 00:17:58.805 of an interaction between two embodied individuals and how that affected the 263 00:17:58.805 --> 00:18:03.205 outcome of the interview. Thirdly, to analyze the video data, 264 00:18:03.325 --> 00:18:05.045 I used a program called Transana. 265 00:18:05.725 --> 00:18:10.685 Transana was used to analyze the data in the following ways a life 266 00:18:10.685 --> 00:18:14.925 world video library was constructed consisting of all of the video data from all 267 00:18:14.945 --> 00:18:15.805 six participants, 268 00:18:16.025 --> 00:18:20.285 and then I imported professionally produced verbatim transcripts and that 269 00:18:20.285 --> 00:18:25.005 transcript and video data was then time coded for nsync navigational control of 270 00:18:25.105 --> 00:18:29.885 all of the, uh, the video and audio and textual elements of, 271 00:18:30.225 --> 00:18:31.245 uh, the data. 272 00:18:31.745 --> 00:18:35.885 And then I began a targeted analysis of specific aspects of the data. 273 00:18:36.595 --> 00:18:37.005 Next, 274 00:18:37.005 --> 00:18:41.365 I began with creation of keyword groups and keywords that were identified during 275 00:18:41.435 --> 00:18:42.725 deep listening. Next, 276 00:18:43.125 --> 00:18:47.645 I created a collection of 17 video collections topically organized 277 00:18:47.985 --> 00:18:51.885 and then rendered the data into compelling segments that aligned with the 278 00:18:52.085 --> 00:18:53.685 research frame. Simply stated, 279 00:18:54.045 --> 00:18:58.005 Transana is dynamically responsive to the analytical needs of the researcher, 280 00:18:58.025 --> 00:19:02.725 and equally important provides basic scaffolding to the analytical process to 281 00:19:02.725 --> 00:19:06.525 ensure that all of the thematic connections, patterns of convergence, 282 00:19:06.715 --> 00:19:11.685 emergence and divergence and abstracted meaning making, uh, that is intended, 283 00:19:11.785 --> 00:19:16.645 is accounted for to the level that you intend as the researcher given the 284 00:19:16.645 --> 00:19:19.765 uniqueness of multimedia data. For example, 285 00:19:20.435 --> 00:19:24.925 data can be organized into collections and then categorized 286 00:19:25.145 --> 00:19:29.245 rather than confining analysis to traditional methods of coding. 287 00:19:29.965 --> 00:19:31.685 Fourthly, deep listening, 288 00:19:31.965 --> 00:19:35.925 a type of intensively layered attentiveness to what is being said by their 289 00:19:35.925 --> 00:19:37.645 participant and how it is being said. 290 00:19:38.235 --> 00:19:41.965 Deep listening is about more than hearing what participants say, 291 00:19:42.225 --> 00:19:46.725 but emphasizing relational connectedness through which comes openness and 292 00:19:46.725 --> 00:19:50.365 vulnerability. To arrive at an empathic understanding of what is being said, 293 00:19:51.345 --> 00:19:54.645 law suggested that this type of listening is the researcher's ability to 294 00:19:54.645 --> 00:19:59.245 acknowledge the uncertainties and complexities in the participant's words 295 00:19:59.545 --> 00:20:02.885 in effort to disentangle their messes of reality. 296 00:20:03.665 --> 00:20:08.485 In my research this meant as Ledwith suggested helping participants come 297 00:20:08.585 --> 00:20:10.125 to a new awareness. 298 00:20:14.415 --> 00:20:18.985 Step one, a deep listen to each individual participant interview. 299 00:20:19.405 --> 00:20:22.345 The start and stop time of each topic was noted. 300 00:20:22.725 --> 00:20:26.785 Key takeaways were noted by each topic for each individual participant. 301 00:20:27.255 --> 00:20:28.088 Step two, 302 00:20:28.505 --> 00:20:33.385 a deep re-listening by topic of each individual participant using keywords from 303 00:20:33.385 --> 00:20:34.218 the previous list. 304 00:20:34.295 --> 00:20:39.225 Time codes were marked for the individual key takeaways in transana. 305 00:20:39.455 --> 00:20:42.745 Step three, compiling of the topic with key takeaways. 306 00:20:42.785 --> 00:20:46.905 I began to think about how I would organize the video clips. Each topic was 307 00:20:46.965 --> 00:20:50.565 Watched about seven times in total per topic. Uh, 308 00:20:50.875 --> 00:20:53.765 with each deep listening at this stage, 309 00:20:53.885 --> 00:20:56.805 I began to hear patterns that told the story. 310 00:20:57.445 --> 00:21:01.485 I marked the specific time codes where I saw convergence divergence and 311 00:21:01.485 --> 00:21:04.445 emergence among narratives. Step four, 312 00:21:05.285 --> 00:21:09.565 I reflected using my notes and what I had heard during the seven times of deep 313 00:21:09.565 --> 00:21:14.245 listening to each topic and wove the story of the topic by editing the video 314 00:21:14.475 --> 00:21:17.965 into clips that cohesively told the story not only by topic, 315 00:21:18.305 --> 00:21:22.685 but also the broader life world perspective of describing and adapting to a 316 00:21:22.685 --> 00:21:27.685 negotiated existence with and through dyslexia and as an assistive technology 317 00:21:27.755 --> 00:21:29.405 user. Next, 318 00:21:29.745 --> 00:21:33.765 as part of the analytic process to help me reach thematic connections and deeper 319 00:21:33.765 --> 00:21:38.085 levels of abstraction, I used a mix of voice memos, written notes, 320 00:21:38.375 --> 00:21:43.325 color coded keyword notes organized by question with each participant assigned 321 00:21:43.405 --> 00:21:47.405 a color. Through a strategic and intermixed use of the modalities, 322 00:21:48.005 --> 00:21:52.685 I was able to design a study that was not only accessible and equitable for my 323 00:21:52.685 --> 00:21:55.605 participants, but equally so for me, 324 00:21:56.125 --> 00:22:00.645 allowing me to see interconnections and arrive at meaningful conclusions from 325 00:22:00.645 --> 00:22:03.765 the data to a degree that I might not have otherwise. 326 00:22:04.265 --> 00:22:07.485 As I reflect on the efforts of this action research study, 327 00:22:08.025 --> 00:22:12.765 did I accomplish its aims situating disability and confronting 328 00:22:13.085 --> 00:22:16.565 physical and intellectual access barriers in qualitative research? 329 00:22:17.555 --> 00:22:19.285 From my perspective, the design, 330 00:22:19.365 --> 00:22:24.205 implementation and analytical process of sense making or the uncovering of 331 00:22:24.205 --> 00:22:28.925 underlying meaning as well as the creation of multimodality in products from the 332 00:22:28.925 --> 00:22:32.165 data naturally allowed for centering and validation, 333 00:22:32.505 --> 00:22:35.565 as well as the representation of individual experience of disability, 334 00:22:35.835 --> 00:22:40.405 both for myself and my participants. How did it allow for this? 335 00:22:41.065 --> 00:22:41.875 For me, 336 00:22:41.875 --> 00:22:46.405 this allowed for engagement with research in ways meaningful 337 00:22:46.665 --> 00:22:50.325 to the way that I perceive, receive, and interact with information, 338 00:22:51.125 --> 00:22:55.925 allowing a flexible research space for me to allow my disabilities 339 00:22:55.945 --> 00:23:00.605 not only to be accounted for in the research process but also from an 340 00:23:00.615 --> 00:23:05.245 asset based perspective positively accentuate my disabilities through the entire 341 00:23:05.245 --> 00:23:09.245 process and the power that they have in sharing a different perspective of 342 00:23:09.245 --> 00:23:12.965 diversity in the human condition and why that matters. 343 00:23:13.435 --> 00:23:16.965 Without my disabilities in play, throughout the research process, 344 00:23:17.475 --> 00:23:22.165 perhaps such sensitivity to centering and validating and situating 345 00:23:22.165 --> 00:23:26.445 disability and allowing the individual experience to come through would not have 346 00:23:26.605 --> 00:23:27.685 happened to the same degree. 347 00:23:28.495 --> 00:23:31.205 Given the way that the study was designed and carried out, 348 00:23:31.465 --> 00:23:36.325 it made me and my diverse body mind legible. For 349 00:23:36.325 --> 00:23:37.158 the participants, 350 00:23:37.295 --> 00:23:41.805 while I could summarize how the research situated them and made the process 351 00:23:42.055 --> 00:23:43.485 accessible and equitable, 352 00:23:44.165 --> 00:23:48.565 I will instead share the exact words of the participants 353 00:23:48.915 --> 00:23:52.245 when asked to reflect on this point. Analy states, 354 00:23:52.805 --> 00:23:57.405 "I find this research to be a centering experience because it is giving those 355 00:23:57.785 --> 00:24:01.845 who might feel forgotten or unnoticed a chance to feel heard. 356 00:24:02.685 --> 00:24:05.085 Everyone has a different perspective on things, 357 00:24:05.545 --> 00:24:10.405 so it is important to learn more about the differences and 358 00:24:10.405 --> 00:24:14.485 similarities so there can be a positive and effective change. 359 00:24:15.255 --> 00:24:16.088 Personally, 360 00:24:16.285 --> 00:24:21.205 I felt validated because no one wants to talk about disabilities because 361 00:24:21.225 --> 00:24:24.965 it might make them uncomfortable or they don't care. 362 00:24:25.335 --> 00:24:27.765 Since it might not affect them directly, 363 00:24:28.715 --> 00:24:30.925 even if it does not affect people directly, 364 00:24:31.235 --> 00:24:35.085 they should still see the importance of it because it is something that 365 00:24:35.135 --> 00:24:40.005 influences society in the way it might operate or the way that 366 00:24:40.005 --> 00:24:41.285 we engage with each other. 367 00:24:41.915 --> 00:24:46.765 This research will help to show a complete representation of the dynamics of 368 00:24:46.765 --> 00:24:51.165 the disability experience because it will be those who actually have the 369 00:24:51.165 --> 00:24:55.285 disabilities explaining their point of view instead of someone telling them what 370 00:24:55.285 --> 00:24:56.118 they need, 371 00:24:56.265 --> 00:25:00.605 it will give insight into the different kinds of disabilities and how they Im 372 00:25:00.665 --> 00:25:02.885 can impact everyone differently. 373 00:25:03.885 --> 00:25:08.525 Everyone is different and might need different things and if we are able to know 374 00:25:08.715 --> 00:25:10.325 what needs to be changed, 375 00:25:10.715 --> 00:25:14.165 then we are able to help a broader group of individuals." 376 00:25:15.225 --> 00:25:16.845 And Sarah, I commented. 377 00:25:17.425 --> 00:25:21.965 It helped me to think about my own disabilities and how I relate to the world 378 00:25:22.185 --> 00:25:24.925 and how I talk about my disabilities and needs. 379 00:25:25.805 --> 00:25:30.045 I feel like the questions asked were very thoughtful and I hope that the dataset 380 00:25:30.355 --> 00:25:33.045 will be a wide group of diverse experiences. 381 00:25:34.145 --> 00:25:37.765 Trevor mentioned the fact that the research involved video. 382 00:25:38.465 --> 00:25:42.925 It allowed the experience of dyslexia to be seen from a first person perspective 383 00:25:43.395 --> 00:25:48.325 with detail into how an individual's emotions are seen through 384 00:25:48.325 --> 00:25:50.725 the experience and how they interpret it. 385 00:25:51.355 --> 00:25:54.005 Increased inclusivity in action research. 386 00:25:54.725 --> 00:25:58.405 I believe I was able to accomplish this by an active demonstration of 387 00:25:58.405 --> 00:25:59.965 emancipatory action research. 388 00:26:00.265 --> 00:26:04.805 Of course guided by the transformative tones of Mertens and the anchor points of 389 00:26:04.825 --> 00:26:09.285 Ledwith being problematizing, consensusization, action 390 00:26:09.665 --> 00:26:14.165 making sense proving that the cyclical and it iterative nature of 391 00:26:14.465 --> 00:26:17.845 action research can account for disability at all turns of the process. 392 00:26:18.505 --> 00:26:23.165 And it is an appropriate style of research because it brings solutions to the 393 00:26:23.535 --> 00:26:25.525 abrus, making them more tractable, 394 00:26:25.815 --> 00:26:30.205 which in this case would be accessibility and equitability of the 395 00:26:30.595 --> 00:26:31.685 qualitative method. 396 00:26:32.805 --> 00:26:37.205 Demonstrate that research produced by a diverse body mind is both reasonable and 397 00:26:37.525 --> 00:26:38.358 rigorous. 398 00:26:38.885 --> 00:26:42.685 I believe that the research did in fact make a convincing 399 00:26:42.685 --> 00:26:47.405 Case that research produced by a diverse body mind is both reasonable and 400 00:26:47.685 --> 00:26:48.445 rigorous. 401 00:26:48.445 --> 00:26:53.045 I believe that the research method attends to the needs for 402 00:26:53.045 --> 00:26:56.925 credibility, transferability, dependability, and confirmability. 403 00:26:57.225 --> 00:27:01.965 But more importantly in this context, the question of reasonable is, 404 00:27:01.965 --> 00:27:06.925 as I've stated before, one space for diversity in design, 405 00:27:07.235 --> 00:27:08.068 discharge, 406 00:27:08.215 --> 00:27:12.805 dissection and distillation of meaning and dissemination of qualitative inquiry 407 00:27:13.075 --> 00:27:17.365 naturally invites a more complete understanding of the diverse 408 00:27:17.945 --> 00:27:20.525 and individual ways in which we perceive, 409 00:27:20.875 --> 00:27:25.725 receive and interact with the world and in turn how this influences the 410 00:27:25.725 --> 00:27:29.485 manner in which we operate in and react to the world around us, 411 00:27:29.825 --> 00:27:34.205 making up what we know as our negotiated reality. And two, 412 00:27:34.745 --> 00:27:39.445 it situates creatively contrasting ways that a diverse body mind might 413 00:27:39.465 --> 00:27:44.445 create and produce knowledge and the representational power within that. 414 00:27:45.025 --> 00:27:49.365 The specific actions I took to accomplish the aims of the research 415 00:27:50.195 --> 00:27:54.525 were at their core intended to unsettle in a constructively critical way, 416 00:27:54.745 --> 00:27:59.365 the taken for granted norms and prescriptions of qualitative research that 417 00:27:59.825 --> 00:28:04.725 unless pro processed through a diverse body mind might have gone unnoticed.