Lithari, Eleni (2021) Academic identity development: school experiences and the dyslexic learner. International Journal of Inclusive Education. ISSN 1464-5173
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Accepted Version Restricted to Repository staff only until 5 August 2022. Available under the following license: Creative Commons Attribution Non-commercial. Download (50kB) | Request a copy |
Abstract
This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences of support (or the lack of it), their perceptions around literacy and academic achievement and important others. Symbolic interactionism is used as a theoretical to further understand academic performance in a western society, where this is a highly significant aspect of life for many learners and their parents. In a society where literacy and academic achievement are highly privileged over any other form of achievement, academic identities are ‘fractured’ a notion explored here, alongside other factors that contribute to that academic identity development process.
Item Type: | Journal Article |
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Keywords: | dyslexia, identity development, special educational needs, young people, symbolic interactionism |
Faculty: | Faculty of Health, Education, Medicine & Social Care |
SWORD Depositor: | Symplectic User |
Depositing User: | Symplectic User |
Date Deposited: | 18 Feb 2021 10:41 |
Last Modified: | 17 Nov 2021 12:06 |
URI: | https://arro.anglia.ac.uk/id/eprint/706285 |
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