This paper aims to shed light on contemporary expressions of a ‘neuorological gaze’ on pupils (Langager, 2014), and how the nourishment of these expressions can be understood. It proposes a connection to the conference theme by arguing that a ‘neurological gaze’ is easily incorporated into ‘intra-individual change’ discourses which, in contrast to ‘inter group-change’ discourses, can be considered unhelpful when it comes to social justice and education (Bernstein, 1990). The research on which the presentation draws is based on four municipal projects, which we as presenters have followed. All projects have an overarching aim to support and reinforce inclusion in their schools. Data include remedial action plans, focus group interviews with teacher teams, teachers' self reports, pupil interviews and municipal project documents. The theoretical framework is primarily informed by the theory of practice architectures (Kemmis et al. 2014). This theory is based on a division into three arrangements; cultural - discursive, material-economic and socio-political arrangements. These are all of interest to our study, and overlap, but the study of a neurological gaze implies a special interest in the cultural-discursive arrangements. As Nicolini (2012) argues, it is not enough to make a zooming in of local practices, as is the case in our study of the data. It is also important to zoom out and trail the nourishers of the gaze. For this we turned to Bernstein’s concept of recontextualisation (Bernstein 1990, 2000) and its set of recontextualisation fields. Actors representing this variety of fields are able to either contribute to a strengthened discourse or to undermine it. The concept of recontextualisation enabled our trailing of connections between the local field and others such as the pedagogical and the official field. Findings from our zooming in on the local practice show several expressions for a neurological gaze. Here, we find a faith in learning styles as well as in the need for pupils’ exercising their working memory. We also find arranged in-service development arrangements based on the idea of BrainGym. By zooming out and following the trail for what nourishes this gaze, we found that actors in all the recontextualisation fields contribute their part of nourishment. This means that publishers, professional development companies, teacher union journals and others strengthen the gaze. Normally, phenomena under recontextualisation are the object of a disharmonious process but the results of our study show that the neurological gaze is recontextualised in an unexpected harmony which in turn calls for a critical eye. Hacking (2004) argues that the first century after the millennium shift will be the century of the brain. Thus, a study from a Nordic perspective is of great concern since the Nordic countries by tradition have put weak faith in intra-individual approaches and stronger in sociological equity approaches.

Bernstein, Basil (1990): Class, codes and control. Vol. 4, The structuring of pedagogic discourse. London: Routledge.

Hacking, Ian. (2004, 24 juni): Minding the Brain. The New York Review of Books.

Kemmis, Stephen, Wilkinson, Jane, Edwards- Groves, Christine, Hardy, Ian, Grootenboer, Peter & Bristol, Laurette. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore.

Langager, Søren (2014): Children and youth in behavioural and emotional difficulties, skyrocketing diagnosis and inclusion/exclusion processes in school tendencies in Denmark. Emotional and Behavioural Differences 19(3), 284-295.

Nicolini, Davide (2012). Practice theory, work, and organization: an introduction. 1. ed. Oxford: Oxford University Press