Disability identities and category work in institutional practices: the case of ‘a typical ADHD girl’
2016 (English)In: The Routledge Handbook of Language and Identity / [ed] Sean Preece, Taylor & Francis: Taylor & Francis , 2016, 386-412 p.Chapter in book (Refereed)
In this chapter, we draw on an ethnomethodological framework to examine how shifting forms of ‘disability identities’ (see Renshaw,Choo and emerald, 2013) are accomplished for Annika, a preadolescent girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), during her first year in a special educational setting in Sweden. We make this argument by employing membership categorisation analysis (MCA) to investigate how different forms of identity categories are invoked and how the features and category attributes of those identities are negotiated and accumulated over time in everyday interactions (Antaki and Widdicombe 1998; Benwell and Stokoe this volume). We will analyse everyday interactions describing how Annika becomes identified as a ‘typical ADHD girl’ by teachers, parents and other pupils.
[i] Annika is a pseudonym.
Place, publisher, year, edition, pages
Taylor & Francis: Taylor & Francis , 2016. 386-412 p.
ADHD; gender; exclusion; special education; ethnomethodology; identity
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-293067OAI: oai:DiVA.org:uu-293067DiVA: diva2:927334
ProjectsEn skola för avvikare:En studie av undervisningspraktiker och identitetsformering i särskilda undervisningsgrupper
FunderSwedish Research Council, 2011-5746