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ABSTRACT
Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The findings are theorised using symbolic interactionism, and this paper aims to extend Goffman’s notion of ‘spoiled identity’ into a more specialised term for children with Special Educational Needs, resulting in the alternative term ‘fractured academic identity’, the elements of which are developed throughout this paper from the experiences of learners with dyslexia. The findings revolve around identity development as result of academic experiences, and are mainly aimed at teachers, to inform their knowledge around identity issues and to also inform their practice.
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Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Dr Eleni Lithari is a senior lecturer at Anglia Ruskin University; she has been at the Department of Education since 2014. She completed her doctorate at Anglia Ruskin University and her research involved individuals with dyslexia and their experiences of secondary education, focusing on identity development and education practice. Her main research interests are: inclusive practice for children with learning difficulties, identity development in relation to educational experiences, school practice and educational policy.