Cameron, H. and Billington, T. (2015) The discursive construction of dyslexia by students in higher education as a moral and intellectual good. Disability and Society, 30 (8). pp. 1225-1240. ISSN 0968-7599
Abstract
Interest in dyslexia as a topic of discussion in education, and in the media, runs through peaks and troughs. Dyslexic students in higher education must navigate their way through the possible meanings attached to the label, appropriating some and rejecting others, yet needing the label as a means to access support. The aim of this article is to explore the ways in which dyslexic university students constructed dyslexia and being dyslexic as moral issues during two focus group conversations. These conversations were discursively analysed with reference to Gee and Willig. Three key themes emerged following analysis: the interaction between the power of the grade as a marker of worth and the status of the dyslexia label; the tensions between acknowledging difficulties with writing and the construction of high literacy as morally aspirational; and the uncertain, yet persistent, construction of dyslexia as a valuable label and a moral good.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Informa UK Limited, an Informa Group Company |
Keywords: | dyslexia; higher education; discourse; ideology |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) The University of Sheffield > Student Services (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 24 Mar 2016 10:05 |
Last Modified: | 24 Mar 2016 10:26 |
Published Version: | https://dx.doi.org/10.1080/09687599.2015.1083846 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/09687599.2015.1083846 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:96717 |