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This paper provides a broad-based overview of the development of emancipatory disability research in the UK since its emergence in 1992. Drawing on personal experience in the field, the author responds to several important considerations that need to be addressed before considering adopting this controversial perspective. The paper is divided into two main sections. The first part provides a concise introduction to the thinking that underpins the concept of emancipatory disability research. The second section discusses key elements of this approach including the problem of accountability, the social model of disability, choice of methods and, enpowerment, dissemination and outcomes. The paper concludes by suggesting that whilst there has been considerable progress over the last decade the future of emancipatory disability research remains precarious. [ABSTRACT FROM AUTHOR]

The article comments on the symposium titled Educational Research and the Necessity of Theory." The papers in the symposium arose out of the concern that educational researchers in Great Britain have neglected, and continue to neglect, and even deliberately avoid, theory. There are two opposing groups when it comes to theory. There are those of found it scary and frightening and there are those who are excited by it and believes that "theory floated their boat." The author believes that theory is an essential aspect of educational research and other research in social sciences.