By Brinda Jegatheesan
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Extra info for Access. A Zone of Comprehension and Intrusion
Speaking about how the children felt about non-disabled siblings or relationships with their parents, matters to do with the body (in particular the disabled body), bullying and teasing at school and in the community and relationships with teachers, special assistants and others in the school environment proved to be ‘shifting’ private/open topics. Unpleasant details of medical treatments were OK one day but not on the second interview and so forth. These were sensitive areas that were open to daily evaluation by the child according to how their day had been, but I was surprised at how few topics were completely taboo all the time.
Country’’ as an epithet could start a ﬁght. I had spent some months of visiting various venues where the teenage music and the urban blues were performed (interestingly, sometimes they were performed together – for example, at the Regal Theater, Bland or King would appear on the same bill with the Temptations, or the Miracles, and the audiences would include both teenagers and adults). ’’’ (This is reminiscent of W. E. B. DuBois’s account of his ﬁrst 22 FREDERICK ERICKSON meetings with Negroes in the rural South, as a Harvard educated, light skinned Negro from the Berkshire hills of Western Massachusetts, see DuBois, 1903/1999, pp.
G. selling drugs, teaching early literacy in Spanish when the school district forbids that) and that individual can be identiﬁed locally when the research report is read there, such revelations can result in social harm – legal prosecution, administrative sanction, or at the very least, damage to one’s reputation in the local setting. Such harm is not trivial, and some qualitative researchers seem quite oblivious to their capacity to cause damage to the individuals and local settings that they study.
Access. A Zone of Comprehension and Intrusion by Brinda Jegatheesan