‘Do I have to spell it out?’ Dyslexia, Lexism, and an object of comparison.

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    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 languageEnglish
    Pages (from-to)124-140
    JournalBritish Journal of Special Education
    Volume45
    Issue number2
    Early online date6 Apr 2018
    DOIs
    Publication statusE-pub ahead of print - 6 Apr 2018

    Keywords

    • Dyslexia
    • Lexism
    • Policy
    • Philosophy

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