Access. A Zone of Comprehension and Intrusion by Brinda Jegatheesan

By Brinda Jegatheesan

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44 JAN BOURNE-DAY AND GERALDINE LEE-TREWEEK Privacy, Identity and Disability It has already been stated that my status as a disabled person was important in motivating this research and designing the research problem. For me, experiencing disability did provide a sense of kinship with others who were also disabled and I had an intense wish to help others within the research process as far as possible. On a more pragmatic note, it would also be fair to say that my identity as a disabled woman was useful in gaining access and trust in the field.

This also includes ‘invisible’ disabilities that need day-to-day management but that are sometimes not known to others around, such as diabetes. It also covers conditions that maybe successfully managed with medication but which without this would be disabling, such as chronic pain. My experience was that children were very interested in being involved. In fact, it was hard not to be carried along by their enthusiasm and to recognise that their participation was contingent and could be withdrawn at any time.

Ithaca, NY: Cornell University Press. Hau’ofa, E. (1975). Anthropology and Pacific Islanders. Oceania, 45, 283–289. Jacobs-Huey, L. (2002). The natives are gazing and talking back: Reviewing the problematics of positionality, voice, and accountability among ‘‘Native’’ anthropologists. American Anthropologist, 104(3), 791–804. Johnson-Bailey, J. (1999). The ties that bind and the shackles that separate: Race, gender, class, and color in a research process. Journal of Qualitative Studies in Education, 12(6), 659–670.

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