Care-less spaces and identity construction: transition to secondary school for disabled children

Lithari, Eleni and Rogers, Chrissie (2016) Care-less spaces and identity construction: transition to secondary school for disabled children. Children's Geographies. ISSN 1473-3285 (Accepted)

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Official URL: http://dx.doi.org/10.1080/14733285.2016.1219021

Abstract

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Notably, until there are care-full education processes, marginalisation will remain, impacting on children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.

Item Type: Journal Article
Keywords: disability, support, education, care ethics, parenting, special educational needs
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Unnamed user with email eleni.lithari@anglia.ac.uk
Date Deposited: 16 Aug 2016 09:58
Last Modified: 12 Aug 2017 01:02
URI: http://arro.anglia.ac.uk/id/eprint/700164

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