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dc.contributor.authorLithari, E.*
dc.contributor.authorRogers, Chrissie*
dc.date.accessioned2018-05-16T14:08:54Z
dc.date.available2018-05-16T14:08:54Z
dc.date.issued2017
dc.identifier.citationLithari E and Rogers C (2017) Care-less spaces and identity construction: transition to secondary school for disabled children. Children’s Geographies. 15(3): 259-273.en_US
dc.identifier.urihttp://hdl.handle.net/10454/15913
dc.descriptionYesen_US
dc.description.abstractThere is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttps://doi.org/10.1080/14733285.2016.1219021en_US
dc.rights© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Author's Original Manuscript of an article published by Taylor & Francis in Children’s Geographies on 12 August 2016 available online at http://www.tandfonline.com/10.1080/14733285.2016.1219021en_US
dc.subjectDisabilityen_US
dc.subjectSupporten_US
dc.subjectEducationen_US
dc.subjectCare ethicsen_US
dc.subjectParentingen_US
dc.subjectSpecial educational needsen_US
dc.titleCare-less spaces and identity construction: transition to secondary school for disabled childrenen_US
dc.status.refereedYesen_US
dc.date.Accepted2016-06-30
dc.date.application2016-08-12
dc.typeArticleen_US
dc.type.versionAccepted Manuscripten_US
refterms.dateFOA2018-07-29T01:58:23Z


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