Diagnosing, special education and ‘learnification’ in Danish schools
Research output: Contribution to journal › Journal article › Research › peer-review
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Diagnosing, special education and ‘learnification’ in Danish schools. / Hamre, Bjørn.
In: Nordic Journal of Social Research, Vol. 7, No. Special issue, 5, 2016, p. 65-76.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Diagnosing, special education and ‘learnification’ in Danish schools
AU - Hamre, Bjørn
N1 - Special issue: Special education and the deviant child in the Nordic countries – the impact of Foucault
PY - 2016
Y1 - 2016
N2 - This article focuses on a discussion of diagnosing, special education, and ‘learnification’ in a Danish school context in which the increasing use of diagnosis is analysed as resulting from the ideas of normality that are associated with the construction of the pupil as a learner. I argue that diagnosis in schools can be seen as the shadow side of the articulation and management of learning through schools’ requirements for pupils. This article is based on my analysis of files produced by educational psychologists. 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 deviance and normality. The article’s methodological point of departure draws on a Foucauldian-influenced analysis of diagnosing and learning in education.
AB - This article focuses on a discussion of diagnosing, special education, and ‘learnification’ in a Danish school context in which the increasing use of diagnosis is analysed as resulting from the ideas of normality that are associated with the construction of the pupil as a learner. I argue that diagnosis in schools can be seen as the shadow side of the articulation and management of learning through schools’ requirements for pupils. This article is based on my analysis of files produced by educational psychologists. 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 deviance and normality. The article’s methodological point of departure draws on a Foucauldian-influenced analysis of diagnosing and learning in education.
M3 - Journal article
VL - 7
SP - 65
EP - 76
JO - Nordic Journal of Social Research
JF - Nordic Journal of Social Research
SN - 1892-2783
IS - Special issue
M1 - 5
ER -
ID: 180608242