Dyslexia, mothering and work: intersecting identities, reframing, ‘drowning’ and resistance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This paper focuses on the ways in which mothering, work and dyslexia intersect in lived experience. The theoretical framework used to interpret these experiences draws on competing discourses variously imposed on and internalised by the individual; however, it also stresses the ability (however limited) of the individual to reframe and therefore contest how they have been defined. This is illustrated and developed through an autoethnographic case study where I tell stories about my education, diagnosis as dyslexic, academic work, and experiences of early motherhood. Keywords: dyslexiamotheringworkautoethnographyintersectionalityreframing Acknowledgements I would like to thank all the positive people that are hidden and visible in this paper. I would also like to thank Joo Lim, Fiona McGill, Tess Ridge, Harriet Clarke and two anonymous referees for their very helpful comments. Notes 1. Dyslexia is socially constructed in that the collection of impairments (slow reading, poor short‐term memory, spelling, organisational skills, problems processing and sorting information) often associated with it could have been given other labels and interpreted differently. Using the social model of disability one can reframe dyslexia from a problem that an individual has to a problem created by social barriers that hinder full participation in society. However, I use the phrase 'being dyslexic' here to emphasise that the experience of impairment is very real. Whilst advocates of the social model have been criticised for neglecting the reality of impairment (Crow, Citation1996), Oliver (Citation2004) one of the founding fathers of the model himself acknowledges the limitations imposed by impairment. It is possible, therefore, to both acknowledge the experience and critique the construction.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it