Diagnosing as the shadow side of the idea of the learning subject

TY - CONF

T1 - Diagnosing as the shadow side of the idea of the learning subject

AU - Hamre, Bjørn

PY - 2015

Y1 - 2015

N2 - This presentation focuses on a discussion of these issues in a Danish school context in which the increasing use of diagnosis is analyzed as resulting from the ideas of normality that are associated with being a learner in school. I argue that diagnosis in schools can be seen as the shadow side of the way in which learning is articulated and managed through schools’ requirements for pupils. This presentation is based on my research into school psychology records and journals for teachers during the period 2000–2010. Learning and diagnosis, I argue, constitute two different, but parallel, ways of looking at being a pupil in school, each of which represents conceptions of normality and deviance. The presentation’s methodological point of departure draws on a poststructuralistic framework.

AB - This presentation focuses on a discussion of these issues in a Danish school context in which the increasing use of diagnosis is analyzed as resulting from the ideas of normality that are associated with being a learner in school. I argue that diagnosis in schools can be seen as the shadow side of the way in which learning is articulated and managed through schools’ requirements for pupils. This presentation is based on my research into school psychology records and journals for teachers during the period 2000–2010. Learning and diagnosis, I argue, constitute two different, but parallel, ways of looking at being a pupil in school, each of which represents conceptions of normality and deviance. The presentation’s methodological point of departure draws on a poststructuralistic framework.

UR - https://hil.conference-services.net/reports/template/onetextabstract.xml?xsl=template/onetextabstract.xsl&conferenceID=4355&abstractID=881427

M3 - Paper

T2 - NNDR

Y2 - 6 May 2015 through 8 May 2015

ER -