How to Be Recognized Enough to Be Included?

Autor/inn/en	Carpenter, Lorelei; Austin, Helena
Titel	How to Be Recognized Enough to Be Included?
Quelle	In: International Journal of Inclusive Education, 12 (2008) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Mothers; Attention Deficit Hyperactivity Disorder; Disability Identification; Child Rearing; Females; Decision Making; Clinical Diagnosis; Parent School Relationship; Personal Narratives; Teacher Role; School Role; Drug Therapy; Parent Teacher Cooperation; Student Behavior; Behavior Problems; Student Needs; Inclusive Schools + Suchen Sie Ihr Suchwort? Mother; Mutter; Kindererziehung; Weibliches Geschlecht; Decision-making; Entscheidungsfindung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Erlebniserzählung; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Inclusive school; Integrative Schule
Abstract	This paper is part of a wider project that examines the discourses of motherhood and motherwork that enable and constrain individual women. It examines the influence of schools on mothers in making decisions to seek diagnosis and treatment for their children with attention-deficit hyperactivity disorder (ADHD). Here it is found that the business of "recognition" is pivotal to the work mothers do with and for their children. The paper draws on the work of both Fraser (1997, 2003) and Butler (1997, 2004) to understand the interactions between mothers and schools in terms of the work of recognition. It uses the narratives of mothers of children with ADHD (or ADHD-like behaviours) to demonstrate the work these mothers do in struggling to have their "disorderly" child recognized by schools and teachers. It is noticed that some mothers frequently resort to strategies to adjust or modify their child through diagnosis and drugs to achieve the recognition to be included in school life. In many cases the schools' influence on the mothers' decisions is through the accumulated and frustratingly unsuccessful negotiations, often over years, between the school/teachers and the mother. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10