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Care-less spaces and identity construction: transition to secondary school for disabled children

Lithari, Eleni, Rogers, Chrissie (2017) Care-less spaces and identity construction: transition to secondary school for disabled children. Children's Geographies, 15 (3). pp. 259-273. ISSN 1473-3285. (doi:10.1080/14733285.2016.1219021) (KAR id:79729)

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Abstract

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

Item Type: Article
DOI/Identification number: 10.1080/14733285.2016.1219021
Uncontrolled keywords: disability; support; education; care ethics; parenting; special educational needs
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HM Sociology
H Social Sciences > HV Social pathology. Social and public welfare > HV1568 Disability studies
L Education > LC Special aspects of education
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research
Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Chrissie Rogers
Date Deposited: 23 Jan 2020 16:51 UTC
Last Modified: 16 Feb 2021 14:10 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/79729 (The current URI for this page, for reference purposes)
Rogers, Chrissie: https://orcid.org/0000-0001-7326-9260
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