Choreographing a relational, ethical dance: An Autoethnographical Exploration of Disability and Inclusion in Educational Encounters

This Australian study critically examines the constructs of disability and inclusion in education, advocating for a shift from labelling to understanding the relational dynamics fundamental to genuine human interaction. Through autoethnographic narratives, a teacher-researcher explores her educational journey, interweaving her professional and personal lived experiences as an individual and a mother. Utilising the ethics of Emmanuel Levinas and Martin Buber, the study is a metaphorical dance through three autoethnographies, each portraying the movement towards a more profound, ethical engagement with students. The goal is to transcend disability labels, celebrate individual strengths, and promote a meaningful, relational approach to inclusive education.