Barden, Owen and Collinson, C Dyslexics 'knowing how' to challenge lexism. In: Disability and social media. Ashgate, Surrey. (In Press)Full text not available from this repository. (Request a copy)
In this chapter we argue that historic conceptual confusion between ‘knowing how’ and ‘knowing that’ (Ryle, 1949) has helped construct dyslexia as a literacy difficulty. Normative literacy practices, which we call Lexism, have compounded the difficulty. We suggest that social media contribute to changing conceptions of ‘what counts’ as literacy and promote reconsideration of the deficit discourse in relation to dyslexia and literacy.
|Item Type:||Book Section|
|Faculty / Department:||Faculty of Education > Disability and Education|
|Depositing User:||Susan Blagbrough|
|Date Deposited:||01 Feb 2016 13:11|
|Last Modified:||01 Feb 2016 13:11|
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