This multimodal study brought an open, constructively critical challenge to the standard means of process in, and knowledge production from, qualitative inquiry. Using as a context, dyslexia, and the assistive technology lifeworlds of postsecondary students, this study co-partnered with six college students with dyslexia. Co-partnership allowed for an emergence of new awareness that the experience of dyslexia and assistive technology is mediated through innumerable dynamics of interactions with and through the world. Methodologically, the study suggested that it is possible to: (a) situate, center, and validate disability throughout all phases of qualitative inquiry; (b) make the discrete parts of action research more inclusive of disability; (c) reduce physical and intellectual access barriers to qualitative inquiry; and (d) regard as reasonable and rigorous research that is produced by bodies and minds that may not process information in typical ways. Emancipatory action research was used to thread together an understanding of the complexities of self, being, and reality for a marginalized group and how systems, structures, interactions, spaces, and language are superimposed on experiences of disability. The emancipatory spirited study allowed space for co-constructed meaning making through dynamic multimodalities of method including audio-visual data co-constructed through narrative storytelling; an analysis through deep listening and video editing – illuminating ‘bright spots’ in the broader lifeworld perspective of dyslexia and assistive technology. The innovative co-constructed products of the dissertation were a 2-hour film, a researcher reflection video, professional development guides for assistive technology and qualitative inquiry, and a methods chapter as part of an edited book prospectus. By engaging with this study, the audience will experience consciousness raising with respect to disability experience and witness a reclaiming of the voice of that experience through inclusive research. This study offers a transformative perspective for future work by inviting critical consideration and co-construction of meaning of an expanded conceptualization of assistive technology as an embodied, negotiated experience; and increases awareness that diverse bodyminds offer powerful narratives of diversity in the human condition and why that matters. .

The purpose of this study was to understand Black students within the Class of 2023 at Cleveland Heights High School (CHHS) motivation for pursuing a post-secondary education through the lens of Critical Race Theory (CRT), Community Cultural Wealth (CCW) and Counter-storytelling. CHHS is identified as a comprehensive high school where students have access to a rigorous, engaging curriculum that will prepare them for college and career. CHHS is located on the East side of Cleveland and has a predominately Black student population. Despite the district and CHHS efforts to cultivate a college going culture, the college enrollment rate is around 46 percent. This study utilized a qualitative Critical Race Methodology (CRM) as a guiding framework in order to negate the deficit thinking stereotype that U.S society has unjustly placed on Black students in their pursuit of higher education. CRM in education challenges biological and cultural deficit stories through counter-storytelling, oral traditions, historiographies, etc., (Solórzano & Yosso, 2002, p.37). Utilizing this framework allowed Black students to see their life experiences as a source of value and a beneficial asset. By understanding students’ motivations for pursuing a postsecondary education will in turn help build systems of support as they prepare to tackle perceived post-secondary barriers. Study participants are a part of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP). The students that participated in the study met the following criteria: participate in Gear Up, Black male or female, and first or second-generation college student. This study utilized an action research framework. In order to gain a better understanding of how college and career readiness workshops impacts students understanding and motivations to pursue a postsecondary education; students participated in a five-week long college and career readiness summer program. Students created personal narratives through the lens of counter-narrative storytelling. Counter-narratives are important means to document and share how race influences the educational experiences of people of color (Miller et al., 2020, p.273). The findings were analyzed using verbatim participant responses and four major themes emerged. The implications of this findings and recommendations for future research are provided in the final chapter.