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dc.contributor.authorLarry, Farida
dc.date.accessioned2018-11-01T09:30:33Z
dc.date.available2018-11-01T09:30:33Z
dc.date.issued2019-02-23
dc.date.submitted2018-02-05
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/284464
dc.description.abstractThis study examines discursive assessment practices in a special school for girls identified with a disability in an Arabian-Gulf country. The study is driven by a notable absence of research on girls with disability in the Arab world, and the need for analysing practices that shape their identities and future trajectories. To disclose the mechanisms, processes, and tools influencing the coconstruction of girls’ identities by members of a multidisciplinary team, I developed an analytic framework that draws on three theories: systemic functional linguistics, critical genre analysis and sociocultural theory of discourse and identity production. The main data source is the audio-record of conversations that took place at case-conference meetings (CCMs). To describe the genre of a CCM and to disclose what went on, who was involved, and what outcomes were achieved, I constructed three narratives: ‘The most relevant thing about us’, ‘Much ado about everything’, and ‘Not so great expectations’. These narratives revealed the object, goals, and the outcomes of talk. With respect to the object of talk, or the knowledge underpinning assessment practices, there was much focus on girls’ diagnostic histories and scores in IQ tests; they were given a high priority and perceived as key to understanding the girls. Analysis also revealed a resistance to move beyond dichotomous thinking (i.e. girls are either trainable or educable). The goals of talk were to pass on information, to share assessment results, and to list objectives for intervention, each practitioner within her domain of expertise. This mode of passing on - rather than - discussing information and assessment results limited the prospect to benefit from the distributed knowledge of practitioners. The outcomes of talk were mediated by the two preceding discursive actions. A preoccupation with girls’ medical diagnosis, and a focus on passing on rather than discussing assessment reinforced deficit thinking. Further, categories assigned to girls stood as self-fulfilling prophesies, and as predictors of girls’ future performance. The space to create more positive identities was evident, however, where practitioners knew little about girls’ genetic or developmental disabilities. The implications of these objectifying practices are serious with respect to Gulf-Arabian countries and to similar Muslim sociocultural contexts. Perceiving diagnosis as the absolute truth feeds fatalistic beliefs further and results in inactivity and invisibility. Implications are offered for policy and practice and for future research.
dc.language.isoen
dc.rightsAll rights reserved
dc.rightsAll Rights Reserveden
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/en
dc.subjectDisability and Fatalism
dc.subjectDisability and Arabs
dc.subjectSpecial Education in Arab Countries
dc.subjectGirls with disability in the Arab world
dc.subjectDiscursive assessment practices
dc.subjectDiscourse analysis
dc.subjectCritical Genre Analysis
dc.subjectSystemic Functional Linguistics
dc.subjectDisability and Objectification
dc.subjectSociocultrual theory
dc.subjectSociocultural psychology
dc.subjectHistorising disability
dc.subjectDisability in the Gulf-Arabian region
dc.subjectInter-professional talk
dc.subjectInter-professional practices
dc.subjectChild-study teams
dc.subjectInterdiscursive analysis
dc.subjectDisability talk
dc.titleDiscursive assessment practices in a special school for girls identified with a disability in one Arabic-speaking Gulf-Arabian country
dc.typeThesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnameDoctor of Philosophy (PhD)
dc.publisher.institutionUniversity of Cambridge
dc.publisher.departmentFaculty of Education
dc.date.updated2018-10-31T14:28:58Z
dc.identifier.doi10.17863/CAM.31840
dc.publisher.collegeLucy Cavendish
dc.type.qualificationtitlePhD
cam.supervisorKershner, Ruth
cam.thesis.fundingfalse


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