Doing Being Boys with ADHD: Category Memberships and Differences in SEN Classroom Practices

Autor/in	Evaldsson, Ann-Carita
Titel	Doing Being Boys with ADHD: Category Memberships and Differences in SEN Classroom Practices
Quelle	In: Emotional & Behavioural Difficulties, 19 (2014) 3, S.266-283 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2014.883783
Schlagwörter	Males; Attention Deficit Hyperactivity Disorder; Ethnography; Video Technology; Social Influences; Behavior Problems; Teacher Student Relationship; Interaction; Classroom Techniques; Foreign Countries; Low Income Groups; Adolescents; Children; Special Needs Students; Classification; Gender Issues; Participant Observation; Sweden + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Ethnografie; Sozialer Einfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenführung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Sonderpädagogischer Förderbedarf; Classification system; Klassifikation; Klassifikationssystem; Geschlechterfrage; Teilnehmende Beobachtung; Schweden
Abstract	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 educational 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 authority 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10