6533b823fe1ef96bd127f6ea
RESEARCH PRODUCT
Power struggle, submission and partnership: Agency constructions of mothers of children with ADHD diagnosis in their narrated school involvement
Juho HonkasiltaTanja VehkakoskiSimo Vehmassubject
DistrustDiscourse analysismedia_common.quotation_subjecteducationmaternal agencyhome-school cooperationEducationDevelopmental psychologydiskurssianalyysiBlamePower (social and political)General partnershipAgency (sociology)Well-beingmedicineAnxietyADHDta516medicine.symptomPsychologydiscourse analysisSocial psychologymedia_commondescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2014-10-21 | Scandinavian Journal of Educational Research |