Diverse disability identities: the accomplishment of 'Child with a disability' in everyday interaction between parents and teachers

Renshaw, Peter, Choo, Juliet and emerald, elke (2014) Diverse disability identities: the accomplishment of 'Child with a disability' in everyday interaction between parents and teachers. International Journal of Educational Research, 63 47-58. doi:10.1016/j.ijer.2012.09.002


Author Renshaw, Peter
Choo, Juliet
emerald, elke
Title Diverse disability identities: the accomplishment of 'Child with a disability' in everyday interaction between parents and teachers
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
1873-538X
Publication date 2014-01-01
Year available 2012
Sub-type Article (original research)
DOI 10.1016/j.ijer.2012.09.002
Volume 63
Start page 47
End page 58
Total pages 12
Place of publication Kidlington, Oxford, United Kingdom
Publisher Pergamon
Language eng
Abstract In this paper we analyse how specific 'disability identities' were accomplished for students in special education facilities by their teachers and parents as they communicated about the ordinary events of daily schooling. We employ membership categorisation analysis (MCA), an analytic within the theoretical frame of ethnomethodology, to investigate in fine detail the communication between the parents and teachers of two primary-school aged children, Roger and Becky. Our analysis highlights the complexity and subtlety of how diverse disability identities are actually achieved in everyday schooling contexts, and demonstrates possibilities for reconstituting the 'Child with a disability' as more agentic and self-aware.
Keyword Ethnomethodology
Membership categorisation analysis
Representing disability
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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Created: Thu, 21 Nov 2013, 18:36:44 EST by Claire Backhouse on behalf of School of Education