Toward epistemic justice: using a multimodal Interpretative Phenomenological Analysis methodological approach in research with autistic children

Billington, J. ORCID: https://orcid.org/0000-0003-0459-9279, Knott, F. ORCID: https://orcid.org/0000-0002-5334-7206 and Craythorne, S.-L. (2025) Toward epistemic justice: using a multimodal Interpretative Phenomenological Analysis methodological approach in research with autistic children. International Journal of Qualitative Methods, 24. ISSN 1609-4069 doi: 10.1177/16094069251346839

Abstract/Summary

In this paper we critically examine the systemic marginalisation of autistic children’s contributions in research and make the case for how a multimodal application of Interpretative Phenomenological Analysis (IPA) can contribute towards more inclusive and equitable knowledge production. Drawing on an empirical study into the subjective everyday experiences of ten autistic children aged nine to eleven years in mainstream primary schools in England, our research foregrounds the need for methodological innovation to accommodate diverse communicative modalities, particularly among intermittently- and non-speaking participants. By integrating creative adaptations - including photo-elicitation, asynchronous text-based interviewing, and participant-led multimodal engagement – we provide worked examples of how IPA’s flexibility can facilitate more authentic, participant-driven meaning-making processes while maintaining methodological rigour. In doing so, we explore how multimodal IPA can provide a framework for challenging historically dominant neuronormative research practices which can contribute to epistemic injustice. The paper concludes by exploring the broader ethical and practical implications of our study, arguing for the adoption of approaches to research and professional practice that anticipate and accommodate the range of authentic autistic expression in a shift toward greater inclusivity and epistemic equity.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/123101
Identification Number/DOI	10.1177/16094069251346839
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Publisher	Sage
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