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001 978-94-6091-573-4
003 DE-He213
005 20140220083837.0
007 cr nn 008mamaa
008 111111s2011 ne | s |||| 0|eng d
020 _a9789460915734
_9978-94-6091-573-4
024 7 _a10.1007/978-94-6091-573-4
_2doi
050 4 _aLC8-6691
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
082 0 4 _a379
_223
100 1 _aHale, Chris.
_eauthor.
245 1 0 _aFrom Exclusivity to Exclusion
_h[electronic resource] :
_bThe LD Experience of Privileged Parents /
_cby Chris Hale.
264 1 _aRotterdam :
_bSensePublishers,
_c2011.
300 _aIX, 141p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aBold Visions in Educational Research ;
_v33
520 _aWhat is lived experience at the intersection of privilege and disability? More specifically, what are the experiences of privileged parents of a child with disability? How does their child’s disability impact their efforts to reproduce their advantage? These and other questions inspired the research on which this book is based. The plight of poor and marginalized parents of children with disabilities has received considerable scholarly attention yet the experiences of their counterparts at the opposite end of the socioeconomic spectrum have garnered scant notice. For parents at the bottom rung of society, their child’s disability becomes yet another compounding marker of oppression. For parents of means and influence, disability represents an ontological contradiction. While they are oppressors, in that they reap the benefits of inequitable and oppressive social structures, they are also oppressed by ableism and other systems of societal bias. The product of an ethnographic case study, this book trains a phenomenological lens on the lived experience of this contradiction. The participants in this research are privileged urban parents of a 14-year-old boy with dyslexia. Their account of the struggles they faced over the three years their son spent in a mainstream private school is the focus of analysis and discussion. Despite their efforts, including lavish expenditures of economic and cultural capital, the school community’s responses to the child’s disability and subsequent academic failure resulted in iterated enactments of symbolic and physical segregation and eventual banishment. Their son’s dyslexia threatened the collective investment in normality, his academic failure threatened the underlying assumptions of schooling, and his parents’ advocacy challenged the symbolic authority of school professionals.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducational Policy and Politics.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
830 0 _aBold Visions in Educational Research ;
_v33
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6091-573-4
912 _aZDB-2-SHU
999 _c109679
_d109679