Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.699194
Title: Beyond four dyslexia paradigms : an alternative perspective on dyslexia and emancipatory intervention on self-concept
Author: Farruggia-Bochnak, Antonio Giuseppe
ISNI:       0000 0004 5994 8365
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2017
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.699194  DOI: Not available
Keywords: LB2300 Higher Education ; RC Internal medicine
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