Type of course

The course is available for PhD students on other programs, and course students that meet the admission requirements.

This course is available as a singular course.

PhD students and students at the Student Research Program at UiT The Arctic University of Norway register for class and exam in Studentweb by September 1st for autumn semester and February 1st for spring semester.

Other applicants apply for the right to study by June 1st for courses that are taught in the fall semester and December 1st for courses that are taught in the spring semester. Application is sent through SøknadsWeb. Please use the appliction code "9301 - Singular courses at the PhD level".

If granted admission to the course students must register for class and exam in Studentweb by September 1st for autumn semester and February 1st for spring semester.

Admission requirements

PhD students and students at the Student Research Programme, or holders of a Norwegian master´s degree of five years or 3+2 years (or equivalent) may be admitted.

External applicants apply for the right to study by June 1st for courses that are taught in the autumn semester. Application is sent through SøknadsWeb.

Please use the application code "9301 - Singular courses at the PhD level".

For more information regarding admission, please see the admission webpage.

PhD students enrolled at another institution than UiT, must upload a document from their university stating that they are registered as PhD students.

If granted admission to the course students must register for class and exam in Studentweb by September 1st for autumn semester.

A minimum of 6 qualified students must be admitted, in order to start the course.

Course content

This course is particularly suited for PhD students who have not yet completed their data collection, due to the particular and practical focus on inclusive research. However, the course also offers theoretical perspectives and experiences that may inform a discussion about an already chosen research design as well as an analysis of findings. Theoretical perspectives from disability studies may also be relevant for research in fields such as mental health and chronic illness. Furthermore, methodological approaches to inclusive research may be applied with other marginalized groups.

Disability research centres on the methodological approaches and the theoretical perspectives that underpin research and promote the understanding of the phenomenon of disability. The participatory and emancipatory strategies that are two vital components of the inclusive research approach are the focus in this course. The course explores and critically reflects on the significance of the inclusive research paradigm in qualitative disability research, the challenges in engaging disabled people as active participants in research processes and the ethical concerns in doing disability research.

In addition, the course provides a critical evaluation of the main models and perspectives of disability that underlie disability research. The models to evaluate include the medical, social, relational, affirmative and the psychoemotional. Attention will be on theoretical perspectives including the sociological, the right to life, disability art and culture.

Objectives of the course

Objectives of the course (Learning outcome)

Knowledge

The student has:

• in-depth knowledge on the varied conceptions of the disability phenomenon

• understanding of the complex implications of disability definitions and perspectives

• overview of the methods and processes in disability research

• insight into the main methodological and ethical debates in disability research.

Skills

The student can:

• discuss the relevance of disability perspectives in research

• critically review disability theory and methods literature

• reflect on and explain the implications of choices made in the research process

• address ethical issues in inclusive research.

General competence

The course will enable the student to:

• develop, evaluate and lead research programs in ways that best address the perspectives of people with disabilities

• assess the need for and describe strategies for user involvement in research

• evaluate the ethical issues in disability research

• participate in debates on issues of importance to people with disabilities.

Language of instruction and examination

English

The language of the written assignments/exam is English or Norwegian.

The course will be taught i English, if any participants do not understand Norwegian.

Teaching methods