03/06/2026
Blind SA Showcases Decolonial Disability Research on International Academic Platform
Blind SA was proud to be represented at the annual conference of the Canadian Sociological Association, where more than fifty academics, researchers, and scholars attended a panel discussion exploring participatory disability research across three countries: South Africa, India, and Vietnam.
Thandile Butana, Head of Community Programmes and Rehabilitation at Blind SA, presented on behalf of the South African component of the ENGAGE Research Project. The presentation, titled "Collaborative Knowledge-Making in Action: Methodological Insights from Decolonial Participatory Research with Girls with Disabilities in Rural South Africa," highlighted the project's innovative approach to disability-inclusive research and community engagement.
The international panel was led by Thuy Xuan Nguyen of Carleton University and brought together researchers and practitioners from the three participating countries to share lessons and methodological insights from the project. The ENGAGE Research Project is a collaborative initiative involving Blind SA, Carleton University, University of KwaZulu-Natal, and international partners working to advance the rights, participation, and leadership of young women and girls with disabilities.
During the presentation, Butana highlighted the experiences of girls with disabilities from two rural special schools in KwaZulu-Natal: Vuleka School for Deaf Learners and Thuthukani School for Learners with Intellectual Disabilities. The presentation reflected on how the project created opportunities for young women with different disabilities, languages, and communication needs to learn from one another and become active contributors to the research process.
A key theme of the presentation was the importance of moving beyond traditional research approaches that position academics as the sole producers of knowledge. Instead, the project adopted a decolonial participatory methodology that recognised girls with disabilities as experts in their own lives and communities. Through arts-based and participatory activities such as storytelling, poetry, drama, drawing, vision boards, and community engagement, participants were able to share their experiences in accessible and meaningful ways.
The presentation highlighted how trust-building, disability inclusion, peer solidarity, and accessible communication became foundational elements of the research process. Importantly, the project demonstrated that meaningful participation can lead to increased confidence, leadership development, and advocacy skills among young women with disabilities.
One of the most powerful examples shared was the girls’ leadership during a community outreach event at a local clinic, where they independently facilitated discussions, shared personal experiences, and promoted disability inclusion and gender equality. This reflected a significant shift from participation to genuine co-creation of knowledge and community awareness.
The South African presentation also explored some of the challenges encountered throughout the project, including communication complexities, coordination across multiple stakeholders, and the need to continually address power dynamics within participatory research processes. These challenges, however, provided valuable lessons for strengthening future collaborative and inclusive research initiatives.
Reflecting on the experience, Butana noted that the project reinforced the importance of creating safe spaces where young women with disabilities can share their stories, analyse their realities, and contribute to social change. The findings demonstrated that girls with disabilities are not merely recipients of services but are leaders, advocates, researchers, and change-makers capable of shaping knowledge and influencing their communities.
Blind SA's participation in this international academic forum reflects the organisation’s ongoing commitment to disability-inclusive research, community empowerment, and the promotion of the voices and leadership of persons with disabilities. The opportunity to share South African experiences alongside colleagues from India and Vietnam further strengthened international learning and collaboration on disability rights and inclusive development.
The conference presentation served as an important platform for showcasing how participatory and decolonial approaches can transform both research practice and the lives of young women with disabilities, while positioning Blind SA as a leading contributor to disability-inclusive knowledge production on the global stage.
