Exploring identity and aspiration in the narratives of children with dyslexia through critical discourse analysis

Moriarty, Harry (2023). Exploring identity and aspiration in the narratives of children with dyslexia through critical discourse analysis. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.

DOI: https://doi.org/10.21954/ou.ro.000175b5

Abstract

This investigation uses a range of critical and psychoanalytical theory to deconstruct the narratives of children with dyslexia in order to elucidate the social implications of disablement in secondary education. It examines the ways in which the participants talk about themselves, their relationships with teachers and other students and their experiences of the classroom, and the ways in which these discourses relate to the marginalised position of disabled students in the classroom. These themes are explored through semi structured interview that attempts to give primacy to the accounts of the children interviewed. The findings suggest that disablement should be considered a part of broader, co-dependant oppressions that inform the participants understanding of their individual impairment.