The Power of Participatory Action Research to Hearing the Voices of Children With Disabilities in Conflict Situations. A Case Study From Palestine

Abstract

In this chapter, we report on the perspectives of marginalised voices of disabled children and young people (CYP) in the Palestinian territories of the West Bank. The conflict has contributed to many of the barriers preventing the rights of children to a quality education, such as the lack of schools, schools in a poor state of repair, attacks and the threat of attacks on schools, teachers and students. The research questions focused on the extent to which the children felt they belonged in their school or community and whether they were included in the design of their curriculum. Eight focus groups with CYP using a variety of participatory research methods were used to elicit their views on inclusion and their lives under occupation. The findings reveal that CYP are rarely involved in decisions about their education. Using participatory action research (PAR), we learnt that CYP with disabilities can provide intelligent and astute insights into their lived experiences, and that meaningful learning can occur if creative approaches to teaching and learning are adopted. To remain true to the emancipatory, egalitarian and democratic principles of PAR, the needs of the research participants should guide the research design, create maximum opportunities for participants to take part in data collection and decide on actions to create change.

Citation

MacKenzie, A., Owaineh, M. and Bower, C. (2024), "The Power of Participatory Action Research to Hearing the Voices of Children With Disabilities in Conflict Situations. A Case Study From Palestine", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 115-126. https://doi.org/10.1108/S1479-363620240000023009