Exploring ADHD-pedagogy as a practice problematic: developing 1st grade school practice in a Danish primary school

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

In this chapter we take a critical, social practice theoretical stance, exploring ADHD, and ADHD pedagogy as an everyday life practice problematic.

Analytical concepts from situated learning theory, critical psychology and the poststructuralist conception of pedagogical encounters are integrated in a social practice theoretical framework. Through the analysis we explore the perspectives of Mikkel, a boy, who’s behavior is perceived as ADHD, and Katja, his support pedagogue in school. Pivotal to this theoretical framework are analytical concepts of expansive learning, marginalization and historical mo(ve)ments. The concepts of ’smooth’ and ’striated’ spaces are also applied when unfolding Mikkel’s and Katja’s tightrope on the margin of the school class and the teachers’ collective.

We discuss how ADHD diagnosis tends to individualize problems in school context, and how ADHD pedagogy employs a terminology of ’structure’ and ’structuring’ as the proper way of dealing with ADHD. We analyze how this non-situated way of understanding ADHD-pedagogical structures, in the case of Mikkel and Katja, contributes to marginalization of the child as well as the teacher/pedagogue.

Instead, we suggest that the concept of ’structure’ should be conceptualized in a situated, social, analytical way in order to develop collectives of rich possibilities for mo(ve)ment and becoming. This argument is empirically supported by three cases illustrating potential development of ‘smooth spaces’ with movable structures where Mikkel experiences meaning and agency.

TitelSituated learning - revisited (working title)
RedaktørerMarina Franca, Ana Gomes, Dorte Kousholt, Jean Lave, Line Lerche Mørck
StatusUnder udarbejdelse - 2018


  • Grundskole, Specialpædagogik, Børnekultur, Læring og læringsmiljøer, Inklusion, Marginalisering

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