‘Sit in the corner and don’t eat the crayons’: postgraduates with dyslexia and the dominant ‘lexic’ discourse
‘Sit in the corner and don’t eat the crayons’: postgraduates with dyslexia and the dominant ‘lexic’ discourse
复制标题
“坐在角落里，不要吃蜡笔”：患有阅读障碍的研究生和占主导地位的“词汇”话语
DOI：
10.1080/09687590903363274
复制
发表时间：
2010
影响因子：
2.4
通讯作者：
C. Penketh
中科院分区：
文献类型：
--
作者：
Craig Collinson;C. Penketh
高等教育缺乏文化多样性已被政策目标所承认，目前的重点是扩大包括残疾学生在内的各种学生的参与。在这一群体中，有诵读困难症患者，他们以前可能被剥夺了接受正规教育的权利，在正规教育中代表性不足。本文探讨了六名有阅读障碍的研究生和学者的个人叙述和学习历史，从他们最早的学习记忆到他们现在的经历。它考察了读写能力，作为一种主要的话语形式，如何定义了学术能力的概念，导致这些学习者早期被排除在正规教育之外。有人认为，这种主导话语可能会受到未经授权的非正式学习的挑战，从而产生抵抗的故事。
The lack of cultural diversity in higher education is recognised by policy objectives and a current focus on the development of widening participation for a range of students, including those with disabilities. Amongst this group are those with dyslexia who might previously have been disenfranchised from formal education and under‐represented within it. This paper explores the personal narratives and learner histories of six postgraduates and academics with dyslexia from their earliest memories of learning to their present experiences. It examines how literacy, as a dominant form of discourse, has defined concepts of academic ability resulting in the early exclusion of these learners from formal education. It is argued that this dominant discourse can be challenged by non‐authorised, informal learning resulting in stories of resistance.
阅读赫伯特：“通过艺术进行教育”电影艺术。
DOI：
--
发表时间：
--
期刊：
影响因子：
--
作者：
通讯作者：
--