Academic identity development: school experiences and the dyslexic learner
journal contribution
posted on 2023-08-30, 18:12 authored by Eleni LithariThis paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences of support (or the lack of it), their perceptions around literacy and academic achievement and important others. Symbolic interactionism is used as a theoretical to further understand academic performance in a western society, where this is a highly significant aspect of life for many learners and their parents. In a society where literacy and academic achievement are highly privileged over any other form of achievement, academic identities are ‘fractured’ a notion explored here, alongside other factors that contribute to that academic identity development process.
History
Refereed
- Yes
Volume
0Issue number
0Page range
0Publication title
International Journal of Inclusive EducationISSN
1464-5173External DOI
Publisher
Taylor & FrancisFile version
- Accepted version
Language
- eng