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ERIC Number: EJ1146351
Record Type: Journal
Publication Date: 2017-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0952-3383
An Exploration of Teachers' Agency and Social Relationships within Dyslexia-Support Provision in an English Secondary School
Ross, Helen
British Journal of Special Education, v44 n2 p186-202 Jun 2017
This article explores teachers' experiences of dyslexia and classroom interventions via lesson observations and semi-structured interviews. These experiences were analysed through a Bourdieusien lens, based on Jenkins's "levels of interaction", to delineate power relationships inherent in classroom interactions, teachers' interactions with professionals and institutions, and mechanisms present in teachers' conceptualisation of "self". Through their conceptualisation of "self" as "teachers of dyslexic young people", it was found that teachers' classroom interactions acted to reduce social distance between themselves and students. Internally and interactionally, teachers enacted agency and constructed their own social space, through their framing of young people with dyslexia and use of inclusive language with students. Institutionally, teachers were found to be subject to other professions and Government policy, lacking autonomy and capacity to distribute resources, despite their "symbolic capital" as teachers. The "level of interaction" determined teachers' capacity to act autonomously and freely navigate their own social space.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A