Lithari_2018.docx (62.33 kB)
Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences
journal contribution
posted on 2023-08-30, 15:05 authored by Eleni LithariIdentity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The theoretical basis was symbolic interactionism and this paper aims to extend Goffman’s notion of ‘spoiled identity’ into a more specialised term for children with SEN (Special Educational Needs), resulting in the term ‘fractured academic identity’, the elements of which are developed throughout this paper from the experiences of learners with dyslexia.
History
Refereed
- Yes
Volume
23Issue number
3Page range
280-296Publication title
International Journal of Inclusive EducationISSN
1464-5173External DOI
Publisher
Taylor & FrancisFile version
- Accepted version
Language
- eng
Official URL
Legacy posted date
2018-01-24Legacy creation date
2018-01-31Legacy Faculty/School/Department
ARCHIVED Faculty of Health, Social Care & Education (until September 2018)Usage metrics
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