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ERIC Number: EJ1077494
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0031-3831
Power Struggle, Submission and Partnership: Agency Constructions of Mothers of Children with ADHD Diagnosis in Their Narrated School Involvement
Honkasilta, Juho; Vehkakoski, Tanja; Vehmas, Simo
Scandinavian Journal of Educational Research, v59 n6 p674-690 2015
The contemporary education paradigm highlights the interdependency of home and school expertise. This discourse analysis study examines the narrated agentive possibilities of 18 Finnish mothers of children diagnosed with ADHD to influence and be involved in their child's schooling. Mothers' strong involvement endeavor is premised on their expertise concerning ADHD, distrust of teachers' adequate knowledge of and attitude towards their child, and anxiety for their child's wellbeing. However, our analysis reveals a gap between the mothers' narrated potential agency to fight for her child's well-being and their actual capability to be involved as intended, due to unequal institutional power relations between home and school. Educational responsibility, and the promise of recognition the diagnosis holds in educational social practices are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland