Routine (dis)order in an infant school
Routine (dis)order in an infant school
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DOI：
10.1080/17457820902972879
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发表时间：
2009-01-01
影响因子：
0.5
通讯作者：
Thomson, Pat
中科院分区：
文献类型：
--
作者：
Bailey, Simon;Thomson, Pat
人们普遍认为注意力缺陷多动障碍（ADHD）是一种存在于人体内的疾病。在这种情况下，学校是一个无辜的旁观者，是“适应不良的孩子”的容器。借鉴一个教室的民族志案例研究，即多动症诊断的博士研究的第一阶段，我们认为学校参与了（dis）秩序的构建。它是常规化的微观实践、良好行为规范话语的物质表现以及包括一些儿童而排除其他儿童的医学化认识。那些不符合规范的人会被挑选出来接受“特殊”（教育）治疗，其中一种形式就是诊断为多动症。
Attention deficit hyperactivity disorder (ADHD) is popularly understood to be a condition which resides in the person. In this scenario, the school is an innocent bystander, a container for the 'maladjusted child'. Drawing on an ethnographic case study of one classroom, the first stage of doctoral research into the production of the diagnosis of ADHD, we argue that the school is complicit in the construction of the (dis) order. It is the micro-practices of routinisation, material manifestations of normative discourses of good behaviour and a medicalised episteme that include some children, while excluding others. Those who fail to conform to the norms are singled out for 'special' (education) treatment, one form of which is a diagnosis of ADHD.