All Outputs (7)

Locking and Unlocking: The potentialities for intra-storying-activism in “this” baglady collective. (2023)
Journal Article
Albin-Clark, J., Ovington, J. A., Isom, P., Platt, L., Harding, L., Carley, F., …Smith, S. L. (2023). Locking and Unlocking: The potentialities for intra-storying-activism in “this” baglady collective. Journal of Posthumanism, 3(3), 251-268. https://doi.org/10.33182/joph.v3i3.3015

In this article we disrupt extractivist and privileged individualised knowledge production by decentering the human ‘I’ to ‘we’ through storying. By entangling more-than-human bodies, ‘we’ is re-configured through a posthuman praxis of an iterative... Read More about Locking and Unlocking: The potentialities for intra-storying-activism in “this” baglady collective..

We Need to be as a Group: Using and Evaluating the Listening Guide in Feminist Collaborative Autoethnography With an Affective ‘Fifth Listen’ as a Tool to (re)construct Identities (2023)
Journal Article
Yeo, E., Pilson, A., Rutter, N., & Hasan, E. (2023). We Need to be as a Group: Using and Evaluating the Listening Guide in Feminist Collaborative Autoethnography With an Affective ‘Fifth Listen’ as a Tool to (re)construct Identities. International Journal of Qualitative Methods, 22, 1-11. https://doi.org/10.1177/16094069231180166

Developing Understandings of Disability through a Constructivist Paradigm: Identifying, Overcoming (and Embedding) Crip-Dissonance (2022)
Journal Article
Olsen, J., & Pilson, A. (2022). Developing Understandings of Disability through a Constructivist Paradigm: Identifying, Overcoming (and Embedding) Crip-Dissonance. Scandinavian Journal of Disability Research, 24(1), 15-28. https://doi.org/10.16993/sjdr.843

This article asserts that disability can be understood more holistically if the paradigmatic stance employed to research it encompasses individual constructivism and social constructionism in tandem (thereby creating the constructivist paradigm). Ado... Read More about Developing Understandings of Disability through a Constructivist Paradigm: Identifying, Overcoming (and Embedding) Crip-Dissonance.

“It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises (2021)
Journal Article
Rutter, N., Hasan, E., Pilson, A., & Yeo, E. (2023). “It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises. International Journal of Qualitative Methods, 22, https://doi.org/10.1177/16094069211019595

Unpacking our experiences as trainee researchers navigating a global pandemic; in this research four researchers identify and interpret otherwise individual experiences through a collective lens. These shared responses are collated and understood thr... Read More about “It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises.

‘We’re on their side, aren’t we?’ Exploring Qualified Teacher of Children and Young People with Vision Impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children (2021)
Journal Article
Pilson, A. (2022). ‘We’re on their side, aren’t we?’ Exploring Qualified Teacher of Children and Young People with Vision Impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children. British Journal of Visual Impairment, 40(2), 335-350. https://doi.org/10.1177/0264619620984218

Mindful of the assertion that children with vision impairment (VI) are three times more likely than their peers to develop a mental health problem, this study aimed to identify practitioner-perceived priorities in supporting the emotional well-being... Read More about ‘We’re on their side, aren’t we?’ Exploring Qualified Teacher of Children and Young People with Vision Impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children.

Critical Disability Studies and Participatory Action Research: Antidotes to educational research's inherent 'othering'? (2020)
Book Chapter
Pilson, A. (2020). Critical Disability Studies and Participatory Action Research: Antidotes to educational research's inherent 'othering'?. In D. Goodley, K. Runswick-Cole, & K. Liddiard (Eds.), Interventions in Disabled Childhood Studies (49-54). iHuman, University of Sheffield

Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND (2019)
Presentation / Conference Contribution
Pilson, A. (2019). Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (164-182)

This article outlines a proposed empirical study exploring the development of an innovative, participatory research methodology, related to the ‘Children-as- Researchers’ model (Kellett, 2005; Fielding, 2004). Its key aim is to conduct research with... Read More about Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND.