Sickle cell, habitual dys-positions and fragile dispositions
Young People With Sickle Cell at School
Bibliographic Data
| ID | 2266249 |
|---|---|
| Authors | Simon M Dyson (0000-0002-4735-2527, De Montfort University), Karl Atkin (0000-0003-1070-8670, University of York), Lorraine Culley (0000-0003-4660-2966, De Montfort University), Lorraine A Culley, Simon Dyson (0000-0001-6015-9767, De Montfort University), Sue E Dyson, Hala Evans (0000-0001-7045-6052, De Montfort University) |
| Year | 2011 |
| Volume | 33 |
| Issue | 3 |
| Pages | 465-483 |
| Publication date | 2011-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociology of Health & Illness (JOURNAL) |
| Journal identifiers | ISSN: 0141-9889 • E-ISSN: 1467-9566 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9566.2010.01301.x |
| PMID | 21375541 |
| PMCID | PMC3084516 |
| OpenAlex | W1840068042 |
| Language | EN |
| Citations received | 14 |
| References cited | 40 |
The experiences of young people living with a sickle cell disorder in schools in England are reported through a thematic analysis of forty interviews, using Bourdieu's notions of field, capital and habitus. Young people with sickle cell are found to be habitually dys-positioned between the demands of the clinic for health maintenance through self-care and the field of the school, with its emphases on routines, consistent attendance and contextual demands for active and passive pupil behaviour. The tactics or dispositions that young people living with sickle cell can then employ, during strategy and struggle at school, are therefore fragile: they work only contingently, transiently or have the unintended consequences of displacing other valued social relations. The dispositions of the young people with sickle cell are framed by other social struggles: innovations in school procedures merely address aspects of sickle cell in isolation and are not consolidated into comprehensive policies; mothers inform, liaise, negotiate and advocate in support of a child with sickle cell but with limited success. Reactions of teachers and peers to sickle cell have the enduring potential to drain the somatic, cultural and social capital of young people living with sickle cell
Attendance · Cultural capital · Developmental psychology · Habitus · Negotiation · Political science · Qualitative research · Social science · Sociology · Thematic analysis · Hemoglobinopathies and Related Disorders · Psychology · Social and Cultural Dynamics · Social Capital and Networks
Self‐management interventions for children and young people with sickle cell disease
When pain never goes away
Obstacles to use of patient expertise to improve care
Sickle cell and thalassaemia
How a child's gender mediates maternal care and expectations in the fatigue experiences of adolescents with sickle cell disease
Intersectionality and employment in the United Kingdom
Beyond Cultural Mismatch Theories
The double invisibility of Long Covid in children
Disclosures of Cystic Fibrosis-Related Information to Romantic Partners
Social disparities producing health inequities and shaping sickle cell disorder in Brazil
Biographical accounts of the impact of fatigue in young people with sickle cell disease
Transitions to adulthood
Understanding behaviour change in context
Critical realism, agency and sickle cell
The Discovery of Grounded Theory
Racism and Education
Distinction
Modernity and self-identity
The Birth of the Clinic
The Discovery of Grounded Theory
Distinction
Modernity and Self-Identity
The Forms of Capital
Race', Sport and British Society
The Logic of Practice
Narrative Methods for the Human Sciences
Education and the politics of selection
Reproduction in Education, Society and Culture
School choice, social class and distinction
Cultural capital
Physical capital and situated action
Identity Traps or How Black [1] Students Fail
Reported school experiences of young people living with sickle cell disorder in England
Managing Sickle Cell Disease in Low-Income Families
Making It Work
Reproduction in education, society, and culture
The practice of everyday life
It's all becoming a habitus
Bourdieu's reflexive sociology and 'spaces of points of view
Living a 'normal' life
The habitus of hygiene
Re-thinking the relationship between long-term condition self-management education and the utilisation of health services
An Invitation of Reflexive Sociology
Disclosure and sickle cell disorder
Gendering Bourdieu's Concepts of Capitals? Emotional Capital, Women and Social Class
Valiant Girls and Vulnerable Boys
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
Race, Class, and Power in School Restructuring
The Place of Inter-Rater Reliability in Qualitative Research
Of Pride and Prejudice
Pierre Bourdieu and transformative agency
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,93 |
| Citation span | 2011 - 2024 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |