A critical discourse analysis of dominant representations of autism in the field of education

The purpose of this qualitative research is to examine through a critical discourse analysis the dominant cultural representations of autism, and how these influence understanding and practices in the field of education.... [ view full abstract ]

The purpose of this qualitative research is to examine through a critical discourse analysis the dominant cultural representations of autism, and how these influence understanding and practices in the field of education. Consideration of the ways in which autism has been defined, and how these ideas have changed and developed over time to the contemporary field of autism. Drawing on literature from a range of disciplines, the broader concepts of stigma and stereotyping of autism will be reviewed. This includes reference to the portrayal of people on the autism spectrum in media, popular culture as well as film and television. The implications for the education field are far reaching. These include teachers’ understandings and competencies, professional learning programs, recommended classroom environments as represented in governance and policy, and ultimately on the lived experience of students on the autism spectrum. Textual analysis of key education documents and websites, highlight the language and images used that shape the broader understanding of autism. Relationships to broader cultural understandings of the autistic identity, and how this knowledge is both produced and consumed in the education context will have implications for a wide range of stakeholders, including people on the autism spectrum, parents, teachers, Government and the broader community.

This research is part of an Education Doctorate. I do not believe there are any conflicts of interest. [ view full abstract ]

This research is part of an Education Doctorate. I do not believe there are any conflicts of interest.