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This article analyses an interview with an eleven-year-old girl, Julie, who has not attended school for many months. Theoretically, the article builds on poststructuralism and new materialism, especially focusing on Julie’s struggles to become a legitimized and worthy subject in her school and among her peers, as well as on the entanglement of different human and non-human partakers involved in these subjectification processes. The analysis centers on Julie’s experiences with bullying, her dyslexia and the smartphone usage among the girls in her class, and it ends with a critical discussion of a psychological support system that identifies Julie as the problem. Overall, the article argues for complexity sensitive approaches when dealing with situations where children and young people have persistent school absence. Furthermore, the article urges researchers and practitioners to listen more carefully to the voices of these children.
TidsskriftPædagogisk Psykologisk Tidsskrift
StatusUdgivet - 2020

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