Donner du pouvoir aux voix : favoriser le dialogue réflexif et redéfinir les dynamiques de recherche dans les approches participatives avec la communauté autiste

Titre original en anglais : Empowering Voices: Fostering Reflective Dialogue and Redefining Research Dynamics in Participatory Approaches With the Autistic Community

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Horton, E. D., Goldschmied, A. Z., Knops, M. J. J., Brownhill, L. A., Bycroft, A., Lloyd, A., Tones, D., Wiltshire, B., Toro, C., & Jutley-Neilson, J. (2024). Empowering Voices: Fostering Reflective Dialogue and Redefining Research Dynamics in Participatory Approaches With the Autistic Community. Journal of Participatory Research Methods, 5(3). https://doi.org/10.35844/001c.122455

Date de publication: 09/10/2024 Ajout dans AutiHub: 18/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
10
Auteur·ices de la publication identifié·es comme autistes
0 / 10 (0,0 %)
  1. E. Delbert Horton
  2. Anita Z Goldschmied
  3. Max J J Knops
  4. Laura A. Brownhill
  5. Alice Bycroft
  1. Anthony Lloyd
  2. Daniel Tones
  3. Beth Wiltshire
  4. Carla Toro
  5. Jagjeet Jutley-Neilson

Résumé

Dans ce bref rapport, les auteurs, qui sont pour la plupart neurodivergents et majoritairement autistes, décrivent certains des défis et des échecs historiques de la recherche participative avec la communauté autiste. Il est urgent d'explorer des moyens créatifs de veiller à ce que la recherche implique les personnes autistes de manière active, significative et utile (Den Houting et al., 2021 ; Fletcher-Watson et al., 2019 ; Garfield & Yudell, 2019). Les auteurs détaillent le processus d'utilisation du dialogue réflexif pour explorer les expériences personnelles du groupe de recherche participative en matière de santé mentale dans une université. Le groupe participatif a ensuite présenté ses expériences lors d'un webinaire auquel ont assisté plus de 200 membres du personnel stratégique et de soutien d'universités du Royaume-Uni. Le groupe a constaté que le dialogue réflexif était utile pour remédier à de nombreuses lacunes de la recherche participative avec la communauté autiste, notamment en rééquilibrant les rapports de pouvoir, et qu'il était personnellement bénéfique et validant. Les auteurs détaillent comment cela pourrait être mis en œuvre et soutiennent que cette approche présente des applications précieuses dans la recherche sur l'autisme et au-delà, et qu'elle devrait être davantage explorée.

Within this brief report, the authors, who are mostly neurodivergent and a majority autistic, outline some of the challenges and historical failings of participatory research with the autistic community. There is an urgent need to explore creative ways to ensure that research engages with autistic people in an active, meaningful, and valuable way (Den Houting et al., 2021; Fletcher-Watson et al., 2019; Garfield & Yudell, 2019). The authors detail the process of using reflective dialogue to explore the participatory research group’s personal experiences of mental health at a university. The participatory group later presented their experiences at a webinar attended by more than 200 strategic and supporting staff from UK universities. The group found reflective dialogue to be useful in addressing many of the failings of participatory research with the autistic community, such as redressing power imbalances and finding it to be personally beneficial and validating. The authors detail how this might be implemented and argue that this approach has valuable applications within autism research and beyond and should be explored further.

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