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Disability identities and category work in institutional practices: the case of ‘a typical ADHD girl’
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (CLIP)ORCID iD: Spara personuppgifter »
annev827. (CLIP)ORCID iD: Spara personuppgifter »
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)
Abstract [en]

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.
Keyword [en]
ADHD; gender; exclusion; special education; ethnomethodology; identity
National Category
Social Sciences
Research subject
URN: urn:nbn:se:uu:diva-293067OAI: oai:DiVA.org:uu-293067DiVA: diva2:927334
En skola för avvikare:En studie av undervisningspraktiker och identitetsformering i särskilda undervisningsgrupper
Swedish Research Council, 2011-5746
Available from: 2016-05-11 Created: 2016-05-11 Last updated: 2016-05-11

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Hjörne, EvaEvaldsson, Ann-Carita
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