{"title":"创造性艺术高等教育中阅读障碍差异与语境研究:三个典型案例","authors":"Melanie Gale Davies","doi":"10.5456/wpll.25.1.125","DOIUrl":null,"url":null,"abstract":"Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"10 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases\",\"authors\":\"Melanie Gale Davies\",\"doi\":\"10.5456/wpll.25.1.125\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.\",\"PeriodicalId\":90763,\"journal\":{\"name\":\"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network\",\"volume\":\"10 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5456/wpll.25.1.125\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5456/wpll.25.1.125","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
患有特殊学习困难的阅读障碍(SpLD)的学生现在在英国高等教育环境中很常见。这是否反映了这种情况的患病率增加,或者是英国对阅读障碍的理解和诊断过程发生变化的表现,目前尚不清楚。但有一点是清楚的,阅读障碍的日益明显反映了一种更广泛的文化转向,即关于谁有权接受“高等教育”的精英主义观念的瓦解,以及对学习应该如何进行的能力主义信念的质疑(Mallett et al., 2016)。本文采用半结构化访谈(Kvale, 1996, 2011)和解释性方法,探讨了在当前英国高等教育(HE)阅读障碍政策的背景下,三名学生如何理解他们的高等教育经历。这三个学生案例研究的经历,被理解为“说明”(Mitchell, 1984)而不是“典型”案例,有助于支持对阅读障碍差异的一些复杂性的探索,正如在一个创造性艺术高等教育机构所经历的那样。虽然研究表明,阅读障碍会导致学习者对成就的期望较低,但我认为,在本研究的创造性艺术背景下,阅读障碍的差异导致了主动的、反思性的学习方法,可以从中学习,这可能在高等教育的包容性实践中有更广泛的应用。
Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases
Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.