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ERIC Number: EJ1087435
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0362-6784
Bad Kids and Bad Feelings: What Children's Literature Teaches about ADHD, Creativity, and Openness
Stearns, Clio
Curriculum Inquiry, v45 n4 p410-426 2015
This paper uses data from children's literature and classroom narratives to consider hyperactivity, inattention, and other non-normative behaviors in children. It encourages educational thinkers and childhood mental health professionals to take a historical perspective on children's badness rather than consigning it to the realm of pathology. Juxtaposing behavior of ADHD-diagnosed children, as well as their overall experiences in school, to classic children's novels that show hyperactive, distractible, or otherwise aberrant behavior, the paper shows the danger and limitations of diagnosis as a lens for viewing childhood. The paper criticizes neurological and psychodynamic approaches that insist on controlling badness via diagnosis, failing to allow children space to tarry with badness. In particular, the paper argues that behaviors frequently associated with ADHD are conducive to creativity and openness in ways that must not be overlooked by professionals working with children.
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A