Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
AD/HD i skolans praktik: En studie om normativitet och motstånd i en särskild undervisningsgrupp
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (CLIP)
2012 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The purpose of this thesis is to study some of the everyday interactional processes that take place in a special teaching group of children diagnosed with AD/HD. This group operates in an elementary school in a Swedish multicultural neighborhood. The starting point of the study is that AD/HD is much more than a neuropsychiatric diagnosis in the school’s pedagogical practice. The diagnosis contributes to shape many of the complex processes related to identity, socialization and learning that take a central place in the group’s daily interaction.

The thesis combines an ethnomethodological and intersectional approach to analyze the everyday interactional and conversational practices, as well as various institutional and social categorization processes, of importance to the group. The study is based on a one-year ethno-graphic fieldwork and focus mainly on field notes and video recordings collected during different teaching activities.

The thesis explores how the teachers accomplish different arrangements and practices to meet the pupils’ special educational needs. By analyzing these arrangements and practices the study shows how teachers and pupils establish meaning and understanding of “the problematic pupil with AD/HD” in everyday interaction and in conversation. The focus is upon the role that practices like descriptions, categorizations, and identity attributions, play in the interaction between members of the group when they negotiate positions in terms of normativity and resistance. Also important is how the institutional ordering between teachers and the pupils is related to social orderings along the lines of disability, ethnicity, class and gender. The analysis shows how the everyday arrangements and practices applied in the group, in combination with the daily production of meaning, generate different selection and stigmatization processes that school and special teaching ideologies were trying to prevent. The study stress the need for new pedagogical approaches to increase the understanding of those processes, as well as the articulation of new pedagogical alternatives that better respond to pupils with special educational needs.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2012. , 298 p.
Series
Uppsala Studies in Education, ISSN 0347-1314 ; 130
Keyword [en]
AD/HD, special education, practices, ethnomethodology, intersectionality, normativity, resistance, identity, socialization, learning, masculinity
National Category
Humanities
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-170891ISBN: 978-91-554-8293-0 (print)OAI: oai:DiVA.org:uu-170891DiVA: diva2:509723
Public defence
2012-04-20, Eva Netzenius, Von Kraemers Allé 1, Uppsala, 13:00 (Swedish)
Opponent
Supervisors
Projects
Pojkar i behov av särskilt stöd - en studie om maskulinitet, särbehandling och socialisation i särskilda undervisningsgrupper
Funder
Swedish Research Council, 2006-2608
Available from: 2012-03-30 Created: 2012-03-13 Last updated: 2012-06-08

Open Access in DiVA

fulltext(1826 kB)