Dancing with Buber: an autoethnographic study of inclusion and disability and its ethical foundations

Abstract

ABSTRACT This autoethnographic study with critical friends explores a teacher’s - commitment to inclusive education in the context of disability. Decades of global developments, advocacy, academic research and legislation to protect the rights of people with disabilities and ensure access to equal education opportunities, whilst reassuring, reveal undeniable challenges and struggles. There is a clear lack of attention to the situatedness and ethical basis of inclusive practices. In this article, we examine the professional practice and pedagogical understandings of the first author, a secondary school teacher, college in Victoria, Australia. Autoethnographic methodology allowed a personal interrogation of episodes of encountering disability and inclusion, as Author 1 explores examples from her own teaching practices. Martin Buber’s notion of ‘I and Thou’ fuels our reflections on the ethical and relational basis of teaching inclusively. Two vignettes reveal lived experiences, used as the ground for a fruitful dialogic exchange. These result in a set of reflexive pieces of writing from the first author and two colleagues. Findings suggest that the relational and ethical basis of educational practices in regard to disability and inclusion need to be re-examined in light of Buber’s relational category of I-Thou, which suggests focus on the person, rather than the label, ‘disability’.