Abstract
In this paper I mount an attack on the problematic conceptions of literacy that lie behind the Interim teacher assessment
frameworks at the end of key stage 2 (Standards and Testing Agency, 2015) and the Key Stage 2 English and grammar,
punctuation and spelling tests. I employ an object of comparison (a philosophical method), for attitudes towards literacy and
dyslexics. I challenge current conceptions of the Othering of, and discrimination against, dyslexics. I argue for the concept
of ‘Lexism’ as an alternative explanatory account for the existence of dyslexics.
Original language | English |
---|---|
Pages (from-to) | 124-140 |
Journal | British Journal of Special Education |
Volume | 45 |
Issue number | 2 |
Early online date | 6 Apr 2018 |
DOIs | |
Publication status | E-pub ahead of print - 6 Apr 2018 |
Keywords
- Dyslexia
- Lexism
- Policy
- Philosophy