Care-less spaces and identity construction
Transition to secondary school for disabled children
Bibliographic Data
| ID | 12711366 |
|---|---|
| Authors | Eleni Lithari (Anglia Ruskin University, corresponding author), Chrissie Rogers (0000-0001-7326-9260, Aston University) |
| Year | 2016 |
| Volume | 15 |
| Issue | 3 |
| Pages | 259-273 |
| Publication date | 2016-08-12 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Children s Geographies (JOURNAL) |
| Journal identifiers | ISSN: 1473-3277 • E-ISSN: 1473-3285 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14733285.2016.1219021 |
| OpenAlex | W2507986884 |
| Language | EN |
| Citations received | 11 |
| References cited | 49 |
There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process
Aesthetics · Context (archaeology · Developmental psychology · Identity (music · Interdependence · Narrative · Pedagogy · Social science · Sociology · Transition (genetics · Children's Rights and Participation · Disability Rights and Representation · Feminism, Gender, and Sexuality Studies · Gender Studies · Psychology
Escaping (Chrono)normative Youth Futures
Care -full pedagogy
Disability, Care and Family Law
Inclusive education in practice
Beyond tick-box transitions? Experiences of autistic students moving from special to further education
Fractured academic identities
Just mothers
Activating disability care
Making Inclusive Spaces and Practices With Disabled Children and Young People in Mainstream Education
Is there space for dyslexia in high‐attainment educational environments? Evidence from the Millennium Cohort Study into attainment grouping in English primary schools
Who cares?’ Gender, care and secondary schooling
Families Raising Disabled Children
The Irregular School
Parental Involvement
School transitions
Stigma
Feminist Ethics and Social Policy
The Ethics of Care
Research With Children
Access and achievement or social exclusion?’ are the government's policies working for disabled children and their families
Children with mind–body differences
Looking through the learning disability lens
Young people's embodied social capital and performing disability
The ‘voices’ of children
Changing children's geographies
Children, young people and ‘disability’
Inclusive education and intellectual disability
Awkward Customers? Parents and Provision for Special Educational Needs
Disabled children’s childhood studies
How Adult Learners Make Sense of Their Dyslexia
Repositioning mothers
Children’s experiences of disability
Problematising parent–professional partnerships in education
An Examination of the Relationship Between Labelling and Stigmatisation with Special Reference to Dyslexia
Assessing the Transitions to Middle and High School
Hanging in with kids in tough times
Transition matters
The Sociological Imagination
Mothering and intellectual disability
Are we being de‐gifted, Miss?’ Primary school gifted and talented co‐ordinators’ responses to the Gifted and Talented Education Policy in England
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School
The DisHuman child
Perceptions of stigma
| Citations per year | 1.38 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |