Harriet Cameron|Tom Billington
The discursive construction of dyslexia by students in higher education as a moral and intellectual good
University of Sheffield|University of Sheffield
interest dyslexia topic discussion education media runs peaks troughs dyslexic students higher education must navigate way possible meanings attached label appropriating rejecting others yet needing label means access support aim article explore ways dyslexic university students constructed dyslexia dyslexic moral issues two focus group conversations conversations discursively analysed reference gee willig three key themes emerged following analysis interaction power grade marker worth status dyslexia label tensions acknowledging difficulties writing construction high literacy morally aspirational uncertain yet persistent construction dyslexia valuable label moral good