Transmethodology: an innovative research approach for inclusion studies for those with Traumatic Brain Injury

Authors

  • Teresa Shiels University of Limerick
  • Neil Kenny Dublin City University's Institute of Education
  • Roy Shiels University of Limerick
  • Patricia Mannix-McNamara University of Limerick

DOI:

https://doi.org/10.7146/ocps.v22i.133195

Keywords:

lived experience, Traumatic Brain Injury, voice, onto-epistemology, transmethodology, higher education

Abstract

Students with traumatic brain injury (TBI) are often marginalized in terms of participation in higher education because of an implicit association of TBI with less academic functioning. The first named author is a Ph.D. scholar who aimed to add her voice to the voices of others and examine the lived experience of students with the same condition to identify possible supports that would enhance inclusion in higher education. This research was driven by the desire to illuminate both the hidden nuances of personal experience (hence the use of autoethnography) and to highlight the lack of research about educational participation of TBI survivors. The analysis was from both professional and personal perspectives. Through an examination via an iterative and interconnected research process, the authors explored the question, what are the supports for participation and access for students with TBI in higher education considering the first author’s experiences. Traditional research might provide generalizable data but may not facilitate deep illumination of experience and voice. This examination transcended traditional research and comprised autoethnographic and interview-based inquiry. It challenged the research team to consider different perspectives and to interrogate their own interconnections in the same engagement while working towards the same goal.  The concept of transmethodology will be discussed regarding the development of multiple perspectives that can assist in transgressing the common divisions in the theory and practice divide and explores knowledge of marginalization regarding participation for students with TBI. This paper argues for the importance of innovations such as transmethodology when researching deeply personal phenomena.

Author Biographies

Teresa Shiels, University of Limerick

Dr. Teresa Shiels is a researcher and advocate in inclusive education, neurodiversity, and disability studies. As a person with Traumatic Brain Injury, she is a unique scholar, having achieved an undergraduate, master’s and doctorate degree, whilst also overcoming TBI trauma and dealing with a unique set of daily challenges. Her research interests lie with qualitative research, sociology, educational inclusion, and issues concerning diversity and social justice.

Neil Kenny , Dublin City University's Institute of Education

Dr. Neil Kenny is a member of the School of Inclusive and Special Education at Dublin City University's Institute of Education and is a Research Fellow at the UNESCO Anti-Bullying Research Centre at DCU. He is programme chair for the Master of Education in Autism and his research interests are autism research, qualitative research methods, and educational inclusion.

 

Roy Shiels, University of Limerick

Roy Shiels is an Education Support worker, who has numerous years of experience at the University of Limerick supporting the first author and facilitating an inclusive environment. He provides specialist support resulting from personal experience.

Patricia Mannix-McNamara , University of Limerick

Patricia Mannix McNamara is a Professor (chair) of Education at the University of Limerick in Ireland. She is the Course Director of the Postgraduate Diploma in School Leadership. Her research interests are organizational culture and climate, workplace bullying and incivility, leadership, and affective leadership.

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Published

2022-08-05

How to Cite

Shiels, T., Kenny , N., Shiels, R., & Mannix-McNamara , P. (2022). Transmethodology: an innovative research approach for inclusion studies for those with Traumatic Brain Injury. Outlines. Critical Practice Studies, 22, 304–340. https://doi.org/10.7146/ocps.v22i.133195