“The advantage of disadvantage” - a study on lived experience of disabled teachers

Joy, Neetha Praveen (2023). “The advantage of disadvantage” - a study on lived experience of disabled teachers. University of Birmingham. Ph.D.

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Abstract

This study explores the personal lived experiences of eight disabled teachers through semi-structured interviews to understand their developmental interaction with environments around them and the influences these environments have had on their lives. Building on narratives of disabled teachers, it highlights the role their life experiences have had in their choice of profession and the impact their environments have had on them. A multiple case study research design was used to enable the analysis of the biographical experiences of disabled teachers to understand the ‘lived aspect’ of disabled teachers’ complex life journeys, their personal experience of living with an impairment and functioning as teachers. This study draws on two theoretical frameworks, WHO’s International Classification of Functioning, Disability and Health framework and Bronfenbrenner’s bioecological systems theory. Data generation was done using questionnaire, four semi-structured interviews and critical incident form. The interviews were based on four themes, early childhood & schooling experiences, University & higher education experiences, employment/Teaching experiences and disability experience.

Data analysis utilizes poetic transcription, a creative arts-based research method along with reflexive thematic analysis (Braun & Clarke, 2021) to interpret the rich data that was generated. ‘Found poems’ were crafted from individual participant transcripts to authentically represent their experiences as well as to create an emotional connect with the reader. Identified themes were clustered, structured and defined according to the five systems of the Bronfenbrenner bioecological systems theory (2005). Main findings of the study include developmental role of grandparents, early signs of disability missed due to stereotypical understanding of disability, experiences of self-doubt, stressful complicated diagnosis journey, negative recruitment experiences, precarious employment history, being a role-model for students, bureaucratic barriers in accessing disability support. Findings also include suggestions and recommendations participants have for the future which accounts for their lived experiences.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):