Fractured Academic Identities: Dyslexia, Secondary Education, Self-Esteem and School Experiences

Autor/in	Lithari, Eleni
Titel	Fractured Academic Identities: Dyslexia, Secondary Education, Self-Esteem and School Experiences
Quelle	In: International Journal of Inclusive Education, 23 (2019) 3, S.280-296 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1433242
Schlagwörter	Dyslexia; Secondary School Students; Academic Achievement; Self Concept; Student Attitudes; Teacher Student Relationship; Educational Experience; Educational Practices; Foreign Countries; Special Needs Students; Academic Ability; Knowledge Base for Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sekundarschüler; Schulleistung; Selbstkonzept; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung; Bildungspraxis; Ausland; Sonderpädagogischer Förderbedarf; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01