Paper Short Abstract:

With the pupil in focus and the combination of methods and material types, this study contributes with a holistic perspective and detailed knowledge of how conceptions, practices and conditions interact and shape the pupils school situation, which relates to issues concerning social justice.

Paper Abstract:

Since the late 1980s, Swedish schools have undergone several reforms and a system change. There is a need for research how this has affected the schooling of pupils’ with congenital mobility impairments. The overall question for this research project is: What does the social and educational school situation in different contexts look like for these pupils? The specific purpose is twofold: 1) to investigate the experiences and perceptions of pupils’ about their school situation, and 2) to identify the perceptions, conditions and practices around the school that promote and counteract opportunities for equal education and development. The project is a three-year project, and involves collaboration between me/researcher, The National Association for Disabled Children and Young People and a national agency.

The study has an ethnographic design, based on cultural analysis, political discourse theory, intersectional and norm critical perspectives, ableism and critical disability studies, an explorative and holistic approach and qualitative fieldwork methods. The study combines observations, conversations, semi-structured interviews and document and internet analysis.

During the fieldwork, I mainly follow 12 pupils in grade 1-9 individually in five days in their everyday school life, followed up with an interview with the parents. With the pupil in focus and the combination of methods and material types, this study contributes with a holistic perspective and detailed knowledge of how conceptions, practices and conditions interact and shape the pupils school situation. The main fieldwork and data collection of the study will be done in 2024 and 2025.