Positioning, Strategizing, and Charming: How Students with Autism Construct Identities in Relation to Disability

Autor/in	Baines, AnnMarie D.
Titel	Positioning, Strategizing, and Charming: How Students with Autism Construct Identities in Relation to Disability
Quelle	In: Disability & Society, 27 (2012) 4, S.547-561 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7599
DOI	10.1080/09687599.2012.662825
Schlagwörter	Participant Observation; Autism; Ethnography; Youth; High School Students; Disabilities; Normalization (Disabilities); Labeling (of Persons); Interpersonal Relationship; Interviews; Negative Attitudes; Asperger Syndrome + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; Autismus; Ethnografie; Jugend; Jugendlicher; Jugendalter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Normalisierung; Labeling-Ansatz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Negative Fixierung; Asperger-Syndrom
Abstract	Contrary to views that young people with the label of autism are incapable of engaging in collective cultural practice, this article examines how they construct identities through social interactions to belong, compete, and participate. In a multi-sited ethnography of high school students with disabilities, we focused on two students as they move across contexts of school, debate team, and home. Over two years of interviews and participant observation, these students demonstrated nuanced efforts to distance themselves from the "autistic" label. These acts of positioning illuminated how they negotiate identities with the knowledge their interactions shape how people perceive their participation in different contexts. By following them across informal and formal environments, we could see how they transition across multiple social worlds and appreciate the combined power these contexts have on youth identity. (Contains 4 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10