Drugs, labels and (p)ill-fitting boxes : ADHD and children who are hard to teach

Graham, Linda J. (2008) Drugs, labels and (p)ill-fitting boxes : ADHD and children who are hard to teach. Discourse: studies in the cultural politics of education, 29(1), pp. 85-106.

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Abstract

In offering a critical review of the problem we call “ADHD” this paper progresses in three stages. The first two parts juxtapose the dominant voices emanating from the literature in medicine and psychology, highlighting some interdependency between these otherwise competing interest groups. In part three, the nature of the relationship between these groups and the institution of the school is considered, as is the role that the school may play in the psycho-pathologisation of fidgety, distractible, active children who prove hard to teach. In so doing, the author provides an insight as to why the problem we call “ADHD” has achieved celebrity status in Australia and what the effects of that may be for children who come to be described in these ways.

Impact and interest:

12 citations in Scopus
17 citations in Web of Science®
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Full-text downloads:

228 since deposited on 25 Feb 2013
21 in the past twelve months

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ID Code: 57607
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: ADHD, poststructural theory, education policy, sociology
DOI: 10.1080/01596300701801377
ISSN: 1469-3739 (online) 0159-6306 (print)
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2008 Taylor and Francis
Copyright Statement: - author can archive pre-print (ie pre-refereeing)
Deposited On: 25 Feb 2013 03:25
Last Modified: 17 Jul 2013 09:30

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