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  • 1.
    Allan, J
    et al.
    [external].
    Harwood, V
    Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland2013Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, ISSN ISSN 0142-5692, EISSN 1465-3346Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-de fi cit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children ’ s behaviour and revealed a number of strate- gies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari ’ s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The fi ndings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

  • 2.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    From Learning to Labour to Learning for Marginality: School Segregation and Marginalisation in Swedish Suburbs2011Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 32, nr 2, s. 257-274Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post-industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo-liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared to others in under-achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development.

  • 3. Daoud, Adel
    et al.
    Puaca, Goran
    Högskolan i Borås, Institutionen för Pedagogik.
    An organic view of want formation: pragmatic rationality, habitus and reflexivity2011Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 32, nr 4, s. 603-622Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on interviews with and questionnaires completed by upper secondary school pupils (n = 27) from academic and vocational programmes, respectively, the present paper focuses on some of the social and individual conditions that precede the individual decision-making process in education transitions. The paper shows that an organic view of decision-making is in better accordance with observations than is a hierarchical view, and thus supports previous research claiming that pragmatic rationality (based on habitus and reflexivity) plays a more important role in students’ decision-making processes than does instrumental rationally.

  • 4.
    Erlandson, Peter
    et al.
    Gothenburg University.
    Beach, Dennis
    Gothenburg University.
    Ironising with intelligence2014Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Artikkel i tidsskrift (Fagfellevurdert)
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