Care-less spaces and identity construction: transition to secondary school for disabled children

Eleni Lithari*, Chrissie Rogers

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.

Original languageEnglish
Pages (from-to)259-273
Number of pages15
JournalChildren's Geographies
Issue number3
Early online date12 Aug 2016
Publication statusPublished - 4 May 2017

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Children's Geographies on 12/8/16, available online:


  • care ethics
  • disability
  • education
  • parenting
  • special educational needs
  • support


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