Doing being Boys with ADHD. On Category-work and Differences in SEN classroom practices.
2014 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 19, no 3, 266-283 p.Article in journal (Refereed) Published
This paper builds on sociological assumptions that teachers, schools and schooling may play an important role in the recognition and psychopathologization of particular boys as ‘difficult, disordered and disturbed’. The data draw on ethnographic work combined with video recordings of everyday classroom practices in a special educa- tional needs unit with boys diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Drawing on ethnomethodological work on members’ understanding of social categories (MCA) combined with the related methodology of ‘doing difference’, the focus is on the local social process through which boys’ unruly behaviors are made sense of and treated as the grounds for shifting categorization practices. It is found that both teachers and boys orient to the institutional categories Teacher and Student in teacher–student interactions for the ordering of the classroom . The boys’ conduct is in these instances far from pathological but is meaningful in the sense that it provides local resources to resist teacher authorithy and display agency. Overall, the analysis highlights the complexity of locally accomplished identity practices – in terms of how institutional-, gender- and age-appropriate conduct meshes with diagnostic criteria – in the social identification of boys diagnosed with ADHD.
Place, publisher, year, edition, pages
2014. Vol. 19, no 3, 266-283 p.
boys with ADHD; category work; ethnomethodology; doing difference; classroom practices
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-237877OAI: oai:DiVA.org:uu-237877DiVA: diva2:769323
ProjectsBoys in Need of Special Support- A study of Masculinity, Exclusion and Socialisation in Special Teaching Groups.
FunderSwedish Research Council