Care-less spaces and identity construction:transition to secondary school for disabled children


There 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.

Publication DOI:
Divisions: College of Business and Social Sciences > School of Social Sciences & Humanities > Sociology and Policy
College of Business and Social Sciences > School of Social Sciences & Humanities > Centre for Critical Inquiry into Society and Culture (CCISC)
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Children's Geographies on 12/8/16, available online:
Uncontrolled Keywords: care ethics,disability,education,parenting,special educational needs,support,Sociology and Political Science,Geography, Planning and Development,Social Psychology
Publication ISSN: 1473-3277
Full Text Link:
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
http://www.tand ... 85.2016.1219021 (Publisher URL)
PURE Output Type: Article
Published Date: 2017-05-04
Published Online Date: 2016-08-12
Accepted Date: 2016-06-30
Submitted Date: 2015-09-15
Authors: Lithari, Eleni
Rogers, Chrissie (ORCID Profile 0000-0001-7326-9260)



Version: Accepted Version

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