Rethinking Educational Research Involving Students with Disabilities

Authors

  • Dr. Precious Muzite College of Education, University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria. image/svg+xml https://orcid.org/0000-0002-5967-1250
  • Prof. Velisiwe Gasa College of Education, University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria. image/svg+xml https://orcid.org/0000-0002-3402-4268

DOI:

https://doi.org/10.35898/ghmj-821212

Keywords:

Disability research, Radical-near experience methodology, Qualitative study, Inclusive education, Disability culture

Abstract

Background: This paper investigates the decolonisation of educational research concerning students with disabilities.

Aims: The primary aim was to validate and interpret these students' lived experiences, challenging established dominant epistemologies in disability studies.

Methods: A radical near-experience methodology, which emphasises participant-driven storytelling within their contextual realities, was employed as a qualitative research design. Twenty youths, aged 16 to 24, with either physical or learning disabilities, enrolled at five TVET Colleges, or Technical and Vocational Education and Training Colleges, in Gauteng, South Africa, engaged in storytelling exercises tailored to their abilities.

Results: The storytelling exercises revealed key themes, including identity affirmation, systemic challenges, and agency. Findings indicate that conventional disability research often marginalises students' voices, perpetuating stereotypes and failing to enact meaningful policy changes. For instance, participants expressed feelings of empowerment and recognition through their narratives.

Conclusion: This research holds significant implications for policymakers, highlighting the need for inclusive education studies that genuinely reflect the experiences of students with disabilities. Disability advocates can utilise these narratives to promote redefined identities and rights. Scholars can incorporate decolonial methodologies into their work, fostering a nuanced understanding of disability relevant to the global South. Additionally, practitioners in human services can leverage these insights to design supportive programs that encourage self-advocacy and positive identity formation. By prioritising the voices and experiences of individuals with disabilities, this study underscores the transformative potential of inclusive educational practices.

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Author Biographies

  • Dr. Precious Muzite, College of Education, University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria.

    Dr. Precious Muzite is a postdoctoral research fellow at the University of South Africa, College of Education, Department of Educational Foundations. He has a PhD from the University of the Witwatersrand (2022) with a special focus on disability studies, assistive technology (AT), post-digital transformation, inclusion in technical vocational colleges, and the intersections of disability and sexuality. He holds a postdoctoral certificate in global south studies from the University of Tubingen, Germany (2023). His affiliations include the African Network for Evidence-to-Action in Disability (AFRINEAD), based at Stellenbosch University, and the Disability Interest Group (University of the Witwatersrand). He is also a member of the UNISA Young Academics Research Interest Group (YARIG). In his spare time, he enjoys coming up with innovations in technology, and he, along with colleagues, received the Wits Enterprise first-time inventor award on September 15th, 2016.

  • Prof. Velisiwe Gasa, College of Education, University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria.

    Velisiwe Gasa is a Professor in the Department of Educational Foundations at the College of Education, University of South Africa (UNISA). She is the former Head of Graduate Studies and Research (2016-2023). She is an Editor-in-Chief for Africa Education Review (AER) and Chairperson of Teacher Education and Interdisciplinary Research (TEIR) Conference. She is C2 rated by National Research Foundation (NRF). Her lines of research inquiry focus on issues of social justice and equity in education for the most vulnerable and marginalized, and the inclusion of students with diverse and special educational needs.

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Published

2025-06-04

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Vol. 8 No. 2 (2025): Online First

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Research Articles

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How to Cite

Muzite, P., & Gasa, V. (2025). Rethinking Educational Research Involving Students with Disabilities. GHMJ (Global Health Management Journal), 8(2), 190–199. https://doi.org/10.35898/ghmj-821212
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