|Author(s)||Stamou, A. G. et al|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
This paper examines how non-disabled primary school children conceptualize those with disabilities from a Critical Discourse Analysis perspective. This research involves an exploration of children’s perceptions about this social group, and also the way children shape an identity of able-bodiedness (‘Us’) in relation to an identity of disability (‘Them’). For the purposes of the study, we asked nine year old children in a Greek primary school to produce drawing and a text about people with disabilities, without previously discussing the topic with them. This presentation focuses on the analysis of linguistic messages. The analysis shows that children mainly drew upon a traditional discourse of disability (as individual deficit) rather than upon a progressive one (as a problem of social exclusion).