It's a Diagnosis for the Rich: Disability, Advocacy and the Micro-Practices of Social Reproduction

Autor/inn/en	Nevill, Thomas; Savage, Glenn C.; Forsey, Martin
Titel	It's a Diagnosis for the Rich: Disability, Advocacy and the Micro-Practices of Social Reproduction
Quelle	In: British Journal of Sociology of Education, 44 (2023) 2, S.239-258 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savage, Glenn C.) ORCID (Forsey, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2145931
Schlagwörter	Disabilities; Advocacy; Dyslexia; Role of Education; Equal Education; Social Class; Cultural Capital; Mother Attitudes; Inclusion; Students with Disabilities; Parent Participation; Foreign Countries; Private Education; Tutoring; Expectation; Australia + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Sozialanwaltschaft; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Bildungsauftrag; Social classes; Soziale Klasse; Mutterliebe; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Elternmitwirkung; Ausland; Privatunterricht; Förderkonzept; Nachhilfeunterricht; Expectancy; Erwartung; Australien
Abstract	A considerable body of sociological literature has examined the role that education plays in the ongoing reproduction of class-based inequalities. However, there is a relative lack of research that has focused on the reproduction of inequalities linked to the combined influences of disability and social class. Based on a qualitative study of 19 Australian families, this article examines how the strategies that mothers adopt to advocate for their dyslexic children are shaped by social class. We argue that the expectation by schools that mothers will advocate for their child reproduces inequality because advocacy hinges on mothers having access to specialised cultural capital and considerable financial capital. Our findings also indicate that there is a reliance on mothers to advocate for their child in order to get support. We argue that this reliance on advocacy shifts responsibility for inclusion from the state to mothers, further reproducing a system that is exclusionary of students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01