Reconstructing Truth, Deconstructing ADHD: Badiou, Onto-Epistemological Violence and the Diagnosis of ADHD[strikethrough]

Autor/in	Nilsson Sjöberg, Mattias
Titel	Reconstructing Truth, Deconstructing ADHD: Badiou, Onto-Epistemological Violence and the Diagnosis of ADHD[strikethrough]
Quelle	In: Critical Studies in Education, 62 (2021) 2, S.243-257 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilsson Sjöberg, Mattias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2019.1620818
Schlagwörter	Attention Deficit Hyperactivity Disorder; Clinical Diagnosis; Social Bias; Philosophy; Power Structure; Educational Practices; Ethics; Knowledge Level; Etiology; Mental Disorders; Behavior Disorders; Children; Adolescents; Neurology; Biology + Suchen Sie Ihr Suchwort? Philosophie; Bildungspraxis; Ethik; Wissensbasis; Ätiologie; Mental illness; Geisteskrankheit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Neurologie; Biologie
Abstract	Psychiatric/neurodevelopmental diagnoses have expanded in number and scale with increased influence over matters of education and upbringing. One of the most common psychiatric diagnoses among children and adolescents is attention deficit hyperactivity disorder (ADHD). The dominant perspective of ADHD is biomedical, where ADHD is defined as a neurogenetic dysfunction and disorder of the brain. Due to the absence of biological markers, the diagnosis is legitimized on the basis of a humanitarian principle: as an ideology. Through the diagnosis, which is construed in the article as a form of onto-epistemological violence, the unique subject is forced into an object and a second-class citizen who undergoes instrumental techniques of behaviour modification. The overall leitmotif of the article is to shift the focus from 'chemical imbalances' to 'power imbalances' to counteract reductionism, disempowerment and medical behaviourism. Theoretically, the article draws upon the French philosopher Alain Badiou's ontological examination of being "qua" being, wherein the aim is to critically examine the onto-epistemological violence following the diagnosis of ADHD and to seek out a less violent pedagogy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01