Constructing impairment and disability in school reading schemes.

Hodkinson, Alan (2017) Constructing impairment and disability in school reading schemes. Education 3-13, 45 (3). pp. 572-585. ISSN 0300-4279 (Print), 1475-7575 (Online)

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Hodkinson, A. Constructing impairment and disability in school reading schemes.pdf - Accepted Version
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Abstract

This paper examines the cultural construction of disability detailed within school reading schemes. The study by the employment of proto text analysis followed the ‘reading journeys’ that a four and five year old child experienced during the course of one academic year. The study examined 61 reading books that contained 2199 illustrations, 100 photographs and 1006 pages of text. The major finding of the research is that the reading schemes contained a limited construction of disability and one which was contextualised within medical deficit and narrative prosthesis. The research concludes that school reading schemes are potentially acting as a Trojan horse to introduce a page thin hegemonic that inculcates young children into the systems of dominance and ‘ableist’ agendas which are seemingly replete in our society.

Item Type: Article
Additional Information and Comments: This is an Author's accepted manuscript of an article submitted for consideration in Education 3-13 [copyright Taylor & Francis]; The full published version is available online at http://www.tandfonline.com/doi/full/10.1080/03004279.2016.1143520
Keywords: Disability, Impairment, School Reading Schemes, Narrative Prosthesis
Faculty / Department: Faculty of Education > Disability and Education
Depositing User: Philippa Williams
Date Deposited: 12 Apr 2016 16:18
Last Modified: 23 Nov 2017 00:22
URI: http://hira.hope.ac.uk/id/eprint/1158

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