Beyond four dyslexia paradigms: an alternative perspective on dyslexia and emancipatory intervention on self-concept

Farruggia-Bochnak, Antonio Giuseppe (2017). Beyond four dyslexia paradigms: an alternative perspective on dyslexia and emancipatory intervention on self-concept. University of Birmingham. Ph.D.

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Abstract

This study postulates that there are currently four main dyslexia paradigms. These paradigms are: a) the Positivist-Intrinsic-Dyslexia-Paradigm, which reflects positivist studies on dyslexia that hold the etiological view that dyslexia exists intrinsically to the individual (of constitutional origin), b) the Interpretivist-Intrinsic-Dyslexia-Paradigm, which holds the etiological view that dyslexia exists intrinsically to the individual c) the Positivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that hold the etiological view that dyslexia exists extrinsically to the individual (not of constitutional origin), and, d) the Interpretivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that also hold the etiological view that dyslexia exists extrinsically to the individual.
This study moves beyond the four main dyslexia paradigms by combining the I-E-D-Paradigm with elements of Burrell and Morgan's (1979) sociological Radical Humanist Paradigm, thus creating a Radical I-E-D-Paradigm from which to conduct the present study.
From the position of a Radical I-E-D-Paradigm this study develops an alternative perspective on dyslexia, i.e., a non-constitutional perspective on dyslexia (N-C-PoD), and, emancipatory intervention aimed at assisting 'dyslexic' students to explore their perceptions of dyslexia.
This study explores the influence that the N-C-PoD and emancipatory intervention has on the descriptions of dyslexia, in relation to self-concept, of two 'dyslexic' students studying in tertiary education.

Type of Work:	Thesis (Doctorates > Ph.D.)
Award Type:	Doctorates > Ph.D.
Supervisor(s):	Supervisor(s) Email ORCID Timmins, Paul UNSPECIFIED UNSPECIFIED Simpson, Andrew UNSPECIFIED UNSPECIFIED Martin, Deirdre UNSPECIFIED UNSPECIFIED Morris, Sue UNSPECIFIED UNSPECIFIED Hodges, Elizabeth Mira UNSPECIFIED UNSPECIFIED
Licence:
College/Faculty:	Colleges (2008 onwards) > College of Social Sciences
School or Department:	School of Education
Funders:	None/not applicable
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RC Internal medicine
URI:	http://etheses.bham.ac.uk/id/eprint/7145

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