'They Think It's Trendy to Have a Disability/Mental-Illness': Disability, Capital and Desire in Elite Education

Autor/inn/en	Stentiford, Lauren; Koutsouris, George; Allan, Alexandra
Titel	'They Think It's Trendy to Have a Disability/Mental-Illness': Disability, Capital and Desire in Elite Education
Quelle	In: British Journal of Sociology of Education, 44 (2023) 6, S.1067-1086 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stentiford, Lauren) ORCID (Koutsouris, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2237199
Schlagwörter	Foreign Countries; College Students; Competitive Selection; Institutional Characteristics; Reputation; Selective Admission; Students with Disabilities; Self Concept; Social Capital; Political Attitudes; Mental Disorders; Student Attitudes; Social Class; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Bildungsselektion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstkonzept; Sozialkapital; Political attitude; Politische Einstellung; Mental illness; Geisteskrankheit; Schülerverhalten; Social classes; Soziale Klasse
Abstract	Research has long demonstrated the exclusion and Othering experienced by young people with disabilities in education. This paper presents findings from an ethnographic study conducted in an 'elite' sixth-form college in England, set against the backdrop of a shifting social, political, and cultural landscape, where neo-liberal discourses of dis/ability and healthism--centring on mental health and wellbeing--are becoming further embedded in educational policy. Drawing on theoretical work by Bourdieu and Foucault, we demonstrate how the students in this study appeared able to re-make disability as a liberal intellectual identity marker and use it as a form of capital within the bounded college sub-field. However, we argue that these empowered disabled subjectivities were strongly "middle-classed" and "precarious." The findings have implications through advancing current understandings of young people's complexifying relationships with disability in education, of enduring inequalities around disability, and how social class is implicated in this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01