Exploring Marginalized Perspectives: Participatory Research in Physical Education With Students With Blindness and Visual Impairment

Purpose : This paper discusses participatory research as a way to amplify the voices of students with blindness and visual impairment, drawing on insights from a participatory research project on the perceived barriers and opportunities for these students to participate in specialized PE, as well as their imaginations of a digitized, and more inclusive future. Method : Against the theoretical background of a critical investigation of ableism, the principles of Youth Participatory Action Research, and Inclusive Participatory Action Research, we combined Clark’s Mosaic approach with Interpretative Phenomenological Analysis. We provide insights into our research process from navigating academic framework conditions, building relationships with participants to selecting and applying methods. Results : With two exemplary data extracts, we illustrate how our methodological approach facilitated the exploration of students’ lived and embodied experiences of opportunities and barriers to participation in PE. Discussion : We conclude with a discussion of future opportunities for the active engagement of students with disabilities in research to facilitate inclusion, participation, and empowerment in PE.