LAUSR

There are different ways of theorising dyslexia and different ways of constructing meanings around dyslexia in different learning contexts. This paper considers the role of neoliberalist ideology in shaping conversations about dyslexia and ‘fairness’ during two focus group conversations analysed as part of a study into the discursive construction of dyslexia in higher education. Ideological analysis was undertaken with reference to Gee's discourse analysis and Willig's concept of the use of discursive resources in interaction. Investigation identified neoliberalist ideology as a powerful voice within the analysed texts, and as directive for identity and action. This paper argues that recognition of the ways in which neoliberalist ideology shapes everyday conversation about learning and learning differences is vital in the construction and maintenance of fairer higher education in the UK.