Le territoire, lieu de diversités sociale, économique et morphologique, représente une opportunité pour la réflexion, l'action et même la capacité de faire évoluer ces derniers vers des pratiques dites inclusives. Cette constante nécessité de réinventer nos urbanismes vers des usages nouveaux est étroitement liée à la question de l’accessibilité territoriale, de la mobilité optimisée et des déplacements d’un point à un autre. Cette approche scientifique et cette posture philosophique humaniste nous incitent à élaborer une stratégie de connaissance indissociable de la volonté politique d’agir pour l’intérêt général des populations. La première pouvant fortement influencer la seconde.

La question centrale est donc celle de l'orientation à donner à cette stratégie de l’accessibilité, notamment en direction des populations fragilisées physiquement, psychologiquement, temporairement ou définitivement et dont la question de l’accès est conditionnée par les formes de l’urbanisme inclusives ou non. Doit-elle être tournée vers la mise en pratique d'un droit particulier, à savoir le droit aux espaces, aux lieux et aux pratiques spatiales ? Cette perspective devient alors une condition essentielle pour une prise en compte des droits humains et de la démocratie spatiale : le droit spatial à la citoyenneté ou encore le droit citoyen à la spatialité. Le territoire est complexe et souligne l'importance de la diversité spatiale et sociale dans sa construction, son évolution et la prise en compte de l’adéquation entre la demande des usagers et l’offre de la collectivité. Les paramètres variés du territoire, tels que la population, les infrastructures bâties et viaires, les modes de déplacement, ainsi que la gamme d'activités qu'il abrite, sont autant d'éléments qui contribuent à sa complexité tout autant que sa valeur culturelle et identitaire. Comment alors favoriser des politiques d’aménagement inclusives, et apporter aux collectivités, et à l'État les méthodes et les outils des principes de développement durable inclusif ?

Cette proposition d’intervention et d’article scientifique a pour objectif de présenter de nouveaux concepts et outils de diagnostics territoriaux expérimentés sur de multiples territoires français et étrangers (Ethiopie, Indonésie, Grande-Bretagne, Normandie/Hauts de France,…). Quelle méthode, quels résultats et quelles perspectives pour la mise en place progressive de politiques inclusives socialement et économiquement viables ?

This paper, Based on my PhD thesis findings, explores the complex nexus between physical and digital disablement and social research within the context of the majority world. As a visually disabled scholar and a screen reader user, I want to reflect on several methodological dilemmas faced during my experience in conducting qualitative empirical research with physically and visually disabled people living in the city of Marrakech. the focus is on the eventual impacts of these dilemmas on the credibility and reliability of the research findings as perceived by the academic community.

In the first part of the paper, I tackle institutional, physical and digital barriers that I have faced during data collection, transcription and processing. the second part of the paper shifts to a discussion of some methodological strategies that I have adopted during my fieldwork visits such as the personal assistant. These methodological readjustments raise serious challenges to the conventional views on the research reliability as seen by qualitative perspectives in medical sociology and anthropology.

In this paper, I will demonstrate that like other modes of production and consumption in the oppressive society, knowledge production seems to be largely disabling toward disabled researchers particularly those with visual impairment. Therefore, I call for the reappraisal of data collected and processed through non-visual sensory means. In so doing, I advocate for the development of more inclusive research methodologies that acknowledge diversity in the social-world views and interpretations of social processes and practices.

In preparation for the Paris 2024 Olympic and Paralympic Games, disability simulation experiences for children have become increasingly common, particularly in France and Switzerland. These initiatives aim to foster awareness by allowing children to temporarily experience various impairments. However, while widespread, these simulations have been criticized for failing to critically address the complexities of disability. Can one truly experience disability as one would experience drunkenness? Is it ethical for non-disabled children to engage in these simulations? Do they reinforce imposed identities on disabled individuals, or can they create a shared spatial regime that challenges ableism?

Research on disability simulation from an educational perspective has shown that such experiences often fail to be inclusively effective and can even produce negative outcomes, such as fear of contagion or rejection of a perceived limited life (Flower et al., 2007; Barney, 2012; Grayson & Marini, 1996; French, 1992). These simulations tend to simplify disability into physical challenges, overlooking the social and cultural dimensions. Additionally, the focus on accessibility, though successful, is often confined to a materialist approach, concentrating on "structures that generate oppression" (Priestley, 1998 in Escuriet, 2021), limiting the understanding of disability through these experiences.

My doctoral research addresses these limitations by applying a cultural geography framework to disability simulation. This communication explores how cultural geography can contribute to critical disability studies by focusing on how children embody disability experiences (Longhurst, 2000). It draws on the concepts of embodied experiences, sensory engagement, and relational spaces, aiming to reconceptualize disability simulations and deconstruct reductive representations. Sensory experience creates a triptych of meaning, emotions, and sensitivity (Manola, 2019), integrating multisensory experience, emotions, and sensitivity (Sgard, Ernwein, 2012), alongside a focus on the body.

This research challenges the notion of disability as a binary and emphasizes the importance of reducing the distance between 'Self' and 'Other,' moving away from the process of 'Othering' (Staszak, 2008). My methodology, framed within a more-than-representational approach, combines participant observation with the creation of animated films alongside children. This approach seeks to offer a deeper understanding of how disability simulations shape children’s representations of disability, fostering more critical and nuanced perspectives.