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Routine (dis)order in an infant school

Bailey, Simon, Thomson, Pat (2009) Routine (dis)order in an infant school. Ethnography and Education, 4 (2). pp. 211-227. ISSN 1745-7823. (doi:10.1080/17457820902972879) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:76197)

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Language: English

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https://doi.org/10.1080/17457820902972879

Abstract

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.

Item Type: Article
DOI/Identification number: 10.1080/17457820902972879
Uncontrolled keywords: ADHD, routine, Foucault
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Centre for Health Services Studies
Depositing User: Simon Bailey
Date Deposited: 05 Sep 2019 11:04 UTC
Last Modified: 26 Sep 2019 09:28 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/76197 (The current URI for this page, for reference purposes)
Bailey, Simon: https://orcid.org/0000-0001-9142-2791
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