This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those childrens learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical models overwhelming dominance in both Education Queensland policy statements and the participants subject positions. This dominance shapes and informs the adult stakeholders subjectivities and renders the child docile and potentially irrational.
| Identifer | oai:union.ndltd.org:ADTP/217293 |
| Date | January 2005 |
| Creators | Arizmendi, Wayne Clinton, arizmendi@fastmail.fm |
| Publisher | Central Queensland University. School of Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.library.cqu.edu.au/cqulibrary/disclaimer.htm), Copyright Wayne Clinton Arizmendi |
Page generated in 0.002 seconds