Abstract

In this self-reflexive study, I examine the possibilities and limitations of inclusive methodologies within activist scholarship in music education. Stemming from my own experiences and struggles as an activist researcher, I reconsider the potentials of inclusivity within participatory research approaches, especially concerning, or done together with, persons labeled as having learning disabilities. Acknowledging that the vocabulary and ethical guidelines for inclusive knowledge production in (music) educational research methodologies is in its infancy, this study addresses the demand for new spaces of academic activism through negotiations with the research community, including research participants and funders, and reconsiderations of the research roles and processes as contingent and relational.

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