What is it about?
Young people with SCD are found to be habitually dys-positioned between the demands of the clinic for health maintenance through self-care, and the field of the school with its emphases on routines, consistent attendance, and contextual demands for active and passive pupil behaviour. The tactics the young people living with SCD can then employ are therefore fragile: they work only contingently, transiently, or have unintended consequences of displacing other valued social relations. The tactics of the young people are framed by other social struggles: innovations in school procedures address aspects of sickle cell in isolation and are not consolidated into comprehensive policies; mothers negotiate and advocate in support of their child, but with limited success. Reactions of teachers and peers to sickle cell have the enduring potential to drain the somatic, cultural and social capital of young people living with sickle cell.
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Why is it important?
Young people with SCD are found to be routinely awkwardly positioned between the demands of their doctors, who advised on how they could remain well through self-care and taking appropriate precautions, and the practices of the school with its emphases on routines and consistent attendance. Even where good practice is in evidence in schools, the school concerned tends to address just one aspect of sickle cell in isolation and this is not consolidated into comprehensive school policies. A model school policy has therefore been produced by the project
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This page is a summary of: Sickle cell, habitual dys-positions and fragile dispositions: young people with sickle cell at school, Sociology of Health & Illness, March 2011, Wiley,
DOI: 10.1111/j.1467-9566.2010.01301.x.
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