Doing Sociology: Behinderung, Kolonialität und Reflexivität in der institutionellen Ethnografie
DOI:
https://doi.org/10.17169/fqs-26.2.4308Schlagworte:
Reflexivität, institutionelle Ethnografie, Behinderung, Kolonialität, akademische Heimkehrer*innen, Anleitung zum Zuhören, soziologische InterventionAbstract
In diesem Beitrag biete ich einen eingebetteten Ansatz zur Reflexivität in der institutionellen Ethnografie (IE). Ich stütze mich auf eine Studie, die ich mit behinderten Studierenden in einem postkolonialen Hochschulkontext durchgeführt habe, um zu zeigen, dass bestehende Ansätze unzureichend waren, um subalterne Stimmen zu bewahren. Ich beschäftige mich mit der Frage, was Reflexivität für "akademische Heimkehrer*innen" (ORIOLA & HAGGERTY, 2012) bedeutet, die im globalen Norden ausgebildet wurden und im Süden forschen. Indem ich eine dekoloniale IE vorschlage, für die biografische, epistemische, analytische und transformatorische Reflexivität erforderlich ist, bringe ich Argumente für eine IE voran, die von einer Soziologie für Menschen (SMITH, 2005) zu einer Soziologie mit Menschen wird, die von einer "colonial matrix of power" (MIGNOLO & WALSH, 2018, S.4) beherrscht werden. Mit einer dekolonialen IE verfolge ich einen reflexiven Ansatz, um zu verstehen, wie die sozialen Beziehungen der Inklusion und Partizipation für behinderte Studierende durch translokale Bedingungen der Kolonialität koordiniert werden. Ich komme zu dem Schluss, dass die IE zwar die Möglichkeit bietet, diejenigen, die einer Matrix der Herrschaft unterworfen sind, mit dem Wissen darüber, wie die Dinge organisiert sind zu ermächtigen, dass sie aber partizipativen Forscher*innen nicht erlaubt, mit den Menschen daran zu arbeiten, wie sie ihre alltägliche Wirklichkeit verändern können.
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