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Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences

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posted on 2023-08-30, 15:05 authored by Eleni Lithari
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 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

23

Issue number

3

Page range

280-296

Publication title

International Journal of Inclusive Education

ISSN

1464-5173

Publisher

Taylor & Francis

File version

  • Accepted version

Language

  • eng

Legacy posted date

2018-01-24

Legacy creation date

2018-01-31

Legacy Faculty/School/Department

ARCHIVED Faculty of Health, Social Care & Education (until September 2018)

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