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dc.contributor.authorCarpenter, Loreleien_US
dc.contributor.authorEmerald, Elkeen_US
dc.contributor.editorRoger Sleeen_US
dc.date.accessioned2017-04-24T10:03:56Z
dc.date.available2017-04-24T10:03:56Z
dc.date.issued2008en_US
dc.date.modified2009-02-25T08:03:46Z
dc.identifier.issn13603116en_US
dc.identifier.doi10.1080/13603110701683170en_AU
dc.identifier.urihttp://hdl.handle.net/10072/21242
dc.description.abstractThis paper is part of a wider project that examines the discourses of motherhood and motherwork that enable and constrain individual women. It examines the influence of schools on mothers in making decisions to seek diagnosis and treatment for their children with attention-deficit hyperactivity disorder (ADHD). Here it is found that the business of 'recognition' is pivotal to the work mothers do with and for their children. The paper draws on the work of both Fraser (1997, 2003) and Butler (1997, 2004) to understand the interactions between mothers and schools in terms of the work of recognition. It uses the narratives of mothers of children with ADHD (or ADHD-like behaviors) to demonstrate the work these mothers do in struggling to have their 'disorderly' child recognized by schools and teachers. It is noticed that some mothers frequently resort to strategies to adjust or modify their child through diagnosis and drugs to achieve the recognition to be included in school life. In many cases the schools' influence on the mothers' decisions is through the accumulated and frustratingly unsuccessful negotiations, often over years, between the school/teachers and the mother.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.informaworld.com/smpp/title~content=t713745484~db=allen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom35en_US
dc.relation.ispartofpageto48en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalInternational Journal of Inclusive Educationen_US
dc.relation.ispartofvolume12en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleHow to be recognized enough to be included?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2008 Taylor & Francis. Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2008
gro.hasfulltextNo Full Text


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