Diagnosing as the shadow side of the idea of the learning subject
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Diagnosing as the shadow side of the idea of the learning subject. / Hamre, Bjørn.
2015. Paper presented at NNDR, Bergen, Norway.Research output: Contribution to conference › Paper › Research › peer-review
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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
Y2 - 6 May 2015 through 8 May 2015
ER -
ID: 180608026