Disrupting the academy with lived experience-led knowledge / edited by Maree Higgins and Caroline Lenette.

Format:

Book

Contributor:

Higgins, Maree, editor.

Lenette, Caroline, editor.

Series:

Key Issues in Social Justice Series

Key issues in social justice : voices from the frontline

Language:

English

Subjects (All):

Social justice.

Social justice--Research.

Knowledge, Theory of.

Experience.

Physical Description:

1 online resource (xxiv, 169 pages) : digital, PDF file(s).

Edition:

1st ed.

Place of Publication:

Bristol : Policy Press, 2024.

Summary:

By exploring a range of social justice issues from first-hand perspectives, this book reframes our understanding of knowledge production. It demonstrates that when lived experience experts lead the way, their knowledge can enrich, transform and decolonise research, teaching and advocacy.

Contents:

Front Cover

Half-title

Series page

Disrupting the Academy with Lived Experience-Led Knowledge

Copyright information

Dedication

Epigraph

Table of Contents

Series editor's preface

List of figures

Notes on contributors

Acknowledgements

Preface

1 Unpacking disruptive methodologies: what do we know about lived experience-led knowledge and scholarship?

Introduction

Contextual notions of lived experience

Complexities of lived experience- led research

Decolonial aims

Lived experience- led knowledge and social justice research

Lived experience- led methodologies

Writing process

Book structure

Chapter-by-chapter summaries

Positionalities

Caroline

Maree

Conclusion

Note

Further reading

PART I Theoretical grounding and underpinning values

2 Examining for the purpose of knowing: Ngaabigi Winhangagigu

Uncle Stan's story

Deb and Donna's story

Teish and Yarri's story

Sue's story

References

3 Towards a scholarship of Critical Lived Experience Engagement: big feelings, big stories, big learning

Lived experience: power and problems

Passing for human

Learning from stories

Building a discipline: Critical Lived Experience Engagement

PART II Scrutinising lived experience research processes through leadership and collaboration

4 Lived experience perspectives on a co-design process: the 'Under the Radar' men's suicide prevention project

The process

Key lessons

Creative reflections

Under the radar

Anonymous

My three days at Bronte

Dear diary

So much to learn

Pay attention

Up boy

My only friend the end

Be understanding towards me before trying to understand me.

An open letter to the health-care workers of Australia

Art is my voice

Oubliette

Notes

5 Co-researching with persons with disabilities: reflections and lessons learned

Our collaboration processes

What did we wish to achieve through co-research?

Persons with disabilities are actively involved in research

Persons with disabilities can meaningfully participate in all stages of research

What worked well and why?

Previous collaboration with, and existing capacity, of co-researchers with disabilities

Reasonable accommodation and coordination could support participation of Persons with Disabilities

Persons with Disabilities managed to successfully collect data and build rapport with the informants

What was challenging and why?

Navigating the imbalance of power relations between ASB and Persons with Disabilities

Accessibility issues due to environmental and communicational barriers experienced during data collection

Language barriers

Impact and outcomes of the collaboration

What were the things that we consider as the impacts of our collaboration?

Impacts on the organisational or project level

Impacts on the personal level

How did we evaluate our practices?

We applied some evaluation processes during the research collaboration

How did we know when things were working?

There was positive feedback from co-researchers

There is a sense of mutual trust

There is a concrete deliverable of the collaboration

How did we grapple with and address ethical dilemmas?

The 'fighting spirit' to adapt with challenges

Power imbalance due to daily allowance provision

The inability to involve Persons with Disabilities in the analysis stage

Takeaways for applying our approach.

A partnership that is equal and suitable with the capacities of co-researchers with disabilities

Accessibility of information and research instruments

Full and meaningful participation

Reasonable accommodation, capacity building and decision-making in pairing the co-researcher teams

Enhancing the collaboration quality and visibility of partners with disabilities

PART III Decolonising lived experience research

6 Ethical and decolonial considerations of co-research in refugee studies: what are we missing?

Who we are

Atem

Our projects

Critique of co-research literature

Vignette one - Atem: limitations of western research norms

Vignette two - Maree: probing beyond someone's boundaries

Vignette three - Atem: honouring lived experience

Vignette four - Atem and Maree: flexible collaboration

Reflections on our experiences

The ethics of relationship

The ethics of witnessing and documenting

Ways forward

7 Combating colonially pathologised universalisation: a transwoman's Indo-Australian lived experience

Methodology

Positionality

My lived experiences

Childhood: Experiences at schools

Young adulthood: Final years of school and university life

Middle and later adulthood: After my university degree

Motivation for a research career

Suggestions for researchers

8 Responding collaboratively to COVID-19 and our health needs across Pacific communities: CORE Pacific Collective

Writing this chapter as a form of collaborative autoethnography

Reflections from the literature

Our talanoa as the CORE Pacific Collective

Why do we do what we do?

What has COVID-19 meant for us?.

Why does our lived experience as Pasifika people matter to health outcomes?

How does Pasifika leadership influence outcomes?

How does the role of gender play out across the community?

As a result of our collaboration, how have we actioned change?

How does our work reflect and influence social justice?

Final thoughts from our talanoa

9 The potential of lived experience-led knowledge to dismantle the academy

Potential of lived experience-led scholarship

Unapologetically personal

Inherently intersectional

Undeniably visible

Reflections

Index.

Notes:

Title from publisher's bibliographic system (viewed on 18 Dec 2024).

Description based on publisher supplied metadata and other sources.

ISBN:

1-4473-6637-9

1-4473-6635-2

1-4473-6636-0

OCLC:

1425792045