publication . Article . 2019

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

Eleni Lithari;
Open Access
  • Published: 01 Jan 2019 Journal: International Journal of Inclusive Education, volume 23, pages 280-296 (issn: 1360-3116, eissn: 1464-5173, Copyright policy)
  • Publisher: Informa UK Limited
  • Country: United Kingdom
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...
Persistent Identifiers
free text keywords: Arts and Humanities (miscellaneous), Education, Dyslexia, medicine.disease, medicine, Self-esteem, media_common.quotation_subject, media_common, Developmental psychology, Self-concept, Psychology, Academic achievement, Secondary education
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