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Co-researching with Adults with Learning Disabilities

Roles, Resonsibilities and Boundaries

Bournemouth University, UK

Traditional social research rarely considers ‘research as it is experienced' (Stanley and Wise, 1993: 153). Instead, it promotes a detached, objective stance, where sanitized accounts hide the issues and dilemmas researchers encounter. Yet the researcher is a central player in the research exercise, and ‘cannot be left behind... from discussions and written accounts’ (Stanley and Wise, 1993: 161) about the process. This article explores the journey and the dilemmas the author has experienced whilst coordinating a participatory research programme with adults with learning disabilities. It considers the roles he has assumed, and explores his relationship with those with whom he is working. As one member of a research team, the author found himself introduced to issues related to the everyday lives of the co-researchers, and which appeared to have little to do with the wider project. Yet these symbolized the need for independence and autonomy, issues implicit in the wider project. As such, this article traces a journey from a position of objective detachment to one which requires the clearer articulation of values and principles, and which ultimately demands alignment.

Key Words: co-researching • ethics • learning disabilities • qualitative methods

Qualitative Social Work, Vol. 4, No. 1, 75-86 (2005)
DOI: 10.1177/1473325005050200


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