Authority in the light of interpretative phenomenological analysis – narratives of persons with disabilities

Abstract

The aim of this article is to explore how individuals experiencing physical and/or sensory disabilities conceptualize the notion of authority within their biographical narratives. The study, based on Interpretative Phenomenological Analysis (IPA), captured the meanings attributed to authority in relational, identity-related, and ethical dimensions. The analysis revealed that authority is not perceived as a universal or institutionally assigned category, but rather as a dynamic relation grounded in dialogue, mutual recognition, and ethical presence. Participants’ narratives highlight both the supportive potential of authority (as an internalized moral stance and a source of guidance) and its ambivalent aspects (experienced as resistance or critical distance). Four common dimensions of authority were identified: dialogical relationship, internalization, critical reflection, and meaning-making within the context of disability. The findings suggest that authority is often understood as a partnership acknowledging the bodily and existential struggles of others, yet it may lose its supportive potential when based on asymmetry or lack of recognition. From an applied perspective, the study underscores the importance of inclusive and dialogical spaces that foster co-construction of knowledge and meaning regardless of bodily capacity. It thus contributes to the development of critical pedagogy, ethics of recognition, and relational conceptions of authority in education and social support.