A School Story, Not a Student Story: The Dyslexic Diagnosis Paradigm in Children's and Young Adult Literature.
Representations of dyslexia have a history of educational and literary scholarship primarily concerned with how dynamic characters with learning disabilities are and if they are positively portrayed. This article uses narrative theory to analyze how diagnosis operates on a structural level to create...
| Publicado en: | Children's Literature in Education Vol. 55; no. 4; pp. 645 - 669 |
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| Formato: | Artículo |
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Springer Nature
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=180934824&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 180934824 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00456713 CLE jtl: Children's Literature in Education issn: 00456713 maglogo: N pubinfo: dt: Dec2024 vid: 55 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 180934824 10.1007/s10583-023-09529-9 ppf: 645 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 851KB tig: atl: A School Story, Not a Student Story: The Dyslexic Diagnosis Paradigm in Children's and Young Adult Literature. aug: au: Leung, Elizabeth affil: https://ror.org/013meh722 The Centre for Research in Children's Literature at Cambridge, Faculty of Education, University of Cambridge, 184 Hills Road, CB2 8PQ, Cambridge, UK su: Dyslexia School stories Young adult literature Children's literature People with dyslexia Narratology People with intellectual disabilities in literature sug: subj: Dyslexia School stories Young adult literature Children's literature People with dyslexia Narratology People with intellectual disabilities in literature keyword: Diagnosis Disability studies School story ab: Representations of dyslexia have a history of educational and literary scholarship primarily concerned with how dynamic characters with learning disabilities are and if they are positively portrayed. This article uses narrative theory to analyze how diagnosis operates on a structural level to create what I call the dyslexic diagnosis paradigm. Examining school stories featuring characters with dyslexia published between 2007 and 2020, I demonstrate how this paradigm functions through a structural closure of struggle, diagnosis and accommodations, and a psychological closure consisting of shame, declaration, and acceptance within these novels. Variations or polytypes of this narrative are also common within this corpus which maintain the psychological closure of shame, declaration, and acceptance present within the prototypical narrative. While some disability counternarratives or dyslexic persistence narratives nuance the school story, the dyslexic diagnosis paradigm ultimately remains prevalent and upholds the medical model of disability within the educational system, promoting the flawed status quo of disability rather than asking readers to question the validity of the systems which enforce them. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Children's Literature in Education is a copyright of Springer, 2024. All Rights Reserved. item: Children's Literature in Education holder: Springer Nature dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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