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Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (CLIP)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (PS)
2019 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 24, no 3, p. 254-272Article in journal (Refereed) Published
Abstract [en]

The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.

Place, publisher, year, edition, pages
2019. Vol. 24, no 3, p. 254-272
Keywords [en]
ADHD, Identity formation, trajectories of participation, emotional scaffolding, multimodal interactional analysis
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-383524DOI: 10.1080/13632752.2019.1609270ISI: 000478815800004OAI: oai:DiVA.org:uu-383524DiVA, id: diva2:1316218
Funder
Swedish Research Council, 2011-5746Available from: 2019-05-16 Created: 2019-05-16 Last updated: 2019-09-26Bibliographically approved

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