A visual ethnographic pilot study of school travel for families living with childhood disability

ABSTRACT

Children’s school transport has become a major research focus over the past 20 years, particularly within the fields of planning, transport geography, and children’s geographies. However, this work has rarely considered children living with disability. This article presents the pilot component of a visual ethnographic study about school transport within families living with childhood disability. It explains why we piloted the study, details the pilot process, and presents lessons learned from piloting the study with two families of children living with different mobility needs. The lessons largely concern the design of interview guides and the interviewing process, as well as the development of an adaptive photo kit to enable children’s independent participation. The article shows how piloting qualitative studies, particularly those involving disabled children, can be invaluable in terms of improving data collection technologies and logistics, as well as enabling inclusive participation.     

The State of Autonomy

In this article it is argued that between 1870 and 1910 the Swedish social liberal state used economic grants as a political tool in order to govern parts of the sector of social movements. State grants given to non-formal education, folk high schools, organizations that held lectures for the working class, and organizations that set up libraries are the point of departure for the analysis. The specific governing measure consisted of making the sector flourish in a ‘state of autonomy’, a state in which their conduct was influenced by the need to fulfil certain demands in order to receive funding. The requirements included, for instance, that the organizations were governed by a specific form, that they were in liaison with the local government, and that they did not wander outside the ideological demarcations set up by the government. In conclusion, the article shows how the state tried to govern the conduct of non-formal education.