{"title":"Investigating ADHD across education and health: a critical ethnographic approach","authors":"C. Marley","doi":"10.1080/1743727X.2023.2196067","DOIUrl":null,"url":null,"abstract":"ABSTRACT The article elaborates the theoretical and methodological foundations of a Foucauldian-inspired critical ethnographic investigation of Attention Deficit Hyperactivity Disorder (ADHD). The aim was to consider ADHD from outside its dominant biomedical explanation as a means of problematizing the increasing usage within schools and health services. The investigation targeted the conditions that made it possible to say and do ADHD, for it to be enacted by various professionals. Thus, the investigation does not to engage with ADHD as a ‘real’ condition, but reconnects wider historic, social, political, institutional and discursive events within and across apparatuses of health and education that were influential in the emergence of a ‘treatment’ approach to ADHD. The approach, instead of ‘treating’ a ‘real’ condition, legitimated inscription of the biomedical explanation, individualized an array of difficulties as ‘symptoms’, and allowed for the governance of young people through psychostimulant medication.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727X.2023.2196067","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT The article elaborates the theoretical and methodological foundations of a Foucauldian-inspired critical ethnographic investigation of Attention Deficit Hyperactivity Disorder (ADHD). The aim was to consider ADHD from outside its dominant biomedical explanation as a means of problematizing the increasing usage within schools and health services. The investigation targeted the conditions that made it possible to say and do ADHD, for it to be enacted by various professionals. Thus, the investigation does not to engage with ADHD as a ‘real’ condition, but reconnects wider historic, social, political, institutional and discursive events within and across apparatuses of health and education that were influential in the emergence of a ‘treatment’ approach to ADHD. The approach, instead of ‘treating’ a ‘real’ condition, legitimated inscription of the biomedical explanation, individualized an array of difficulties as ‘symptoms’, and allowed for the governance of young people through psychostimulant medication.
期刊介绍：
The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.
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