Learning difficulties and social class: exploring the intersection through family narratives

Nind, Melanie (2008) Learning difficulties and social class: exploring the intersection through family narratives. International Studies in Sociology of Education, 18, (2), 87-98. (doi:10.1080/09620210802351326).


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This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender-class interface in relation to women's caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class-related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio-economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re-presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one's class position and how struggles for inclusion are at once common and particular.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/09620210802351326
ISSNs: 0962-0214 (print)
Related URLs:
Keywords: learning difficulties, social class, family, narrative, inclusion, bourdieu
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > LB Theory and practice of education
Divisions : University Structure - Pre August 2011 > School of Education > Social Justice and Inclusive Education
ePrint ID: 63205
Accepted Date and Publication Date:
June 2008Published
Date Deposited: 18 Sep 2008
Last Modified: 31 Mar 2016 12:47
URI: http://eprints.soton.ac.uk/id/eprint/63205

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