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ERIC Number: EJ1205165
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: N/A
Available Date: N/A
Fractured Academic Identities: Dyslexia, Secondary Education, Self-Esteem and School Experiences
Lithari, Eleni
International Journal of Inclusive Education, v23 n3 p280-296 2019
Identity 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 findings are theorised using symbolic interactionism, and this paper aims to extend Goffman's notion of 'spoiled identity' into a more specialised term for children with Special Educational Needs, resulting in the alternative term 'fractured academic identity', the elements of which are developed throughout this paper from the experiences of learners with dyslexia. The findings revolve around identity development as result of academic experiences, and are mainly aimed at teachers, to inform their knowledge around identity issues and to also inform their practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A