Power Struggle, Submission and Partnership: Agency Constructions of Mothers of Children with ADHD Diagnosis in Their Narrated School Involvement

Honkasilta, Juho; Vehkakoski, Tanja; Vehmas, Simo

doi:10.1080/00313831.2014.965794

Cited by 16 publications

(29 citation statements)

References 39 publications

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“…According to teachers, parents are a diverse group, and there is a need not only to identify differences between parental groups but also to adjust the working methods of schools and teachers (Äärelä et al, 2018). However, there are inequalities between home and school, and parents have to fight to support the well-being of their children in the context of education (Honkasilta et al, 2015).…”

Section: Context Of the Studymentioning

confidence: 99%

Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support

Koskela

2021

Front. Educ.

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This study describes how parents experience their role in enhancing the well-being of their children and what this reveals about parental agency in the context of collaborations between home and school. In Finland, schools are among the most important environments for delivering services to children. The goal of this study is to bring into focus the parental dispositions in multi-agency interactions based on their experiences and to make sense of both their successes and the barriers they face. The Finnish education system aims to develop itself according to the inclusive principles. However, the inclusive school culture is still a work in progress. The parental agency and positions in collaboration with school personnel are ambivalent, and there are several assets and barriers that affect their ability to participate fully in discussions about the well-being of their children at school. In this article, the parental positions are connected to situations where they negotiate the process of collaborative planning of support for the learning and well-being of their children in the school environment. Participants are 13 mothers and one couple, mother and father. Their experiences are analyzed qualitatively via interviews and the concept of agency, a sociological concept that refers to the mutual relation between a culture or structure and the opportunities of human agents to interact within the given contexts. The results reveal qualitative differences in the experienced parental agency. The parental agency is connected to the given opportunities, and the key role in making the agency possible in the schools is given for the teachers. Behind everyday practices, there are deeper questions about the parental positions and their value in collaboration.

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Section: Context Of the Studymentioning

confidence: 99%

Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support

Koskela

2021

Front. Educ.

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“…Thus, sustaining the medical model of disability facilitates the maintenance of school institutions' sanctity by placing the blame for social and academic failure on the child and his/her family. In the same way, family adherence to the medical model of disability functions as absolution from the blame of not meeting the sociocultural criterion of "good parenting" (Bailey, 2014;Honkasilta, 2016;Honkasilta et al, 2015;Singh, 2004).…”

Section: Deconstructing the Concept Of Educational Needmentioning

confidence: 99%

“…formed by psychomedical discourse (see Hjörne, 2006;Hjörne & Säljö, 2014;Honkasilta, Vehkakoski & Vehmas, 2015). However, when complex social and educational problems are reduced to a psychomedical deficit using the language of labels, disorder and dysfunctioni.e., a child is "special," "normal," "gifted," "ADHD," "autistic," "disabled," etc.…”

Section: Maintaining the Status Quo: Current Conceptualizations Of Edmentioning

confidence: 99%

“…Not surprisingly, receiving recognition and support for their child at school is one of the reasons families seek diagnosis for their child in the first place (Emerald & Carpenter, 2010;Honkasilta et al, 2015).…”

Section: Deconstructing the Concept Of Educational Needmentioning

confidence: 99%

“…Thus, the psycho-medical understanding of their child's behavior was expected to promote the match between the child and school, serving as a mediator between parents and teachers (see, Honkasilta, Vehkakoski & Vehmas, 2015).…”

Section: Families On the School Path: Labeling "Need" As A Strategy Fmentioning

confidence: 99%

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“Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need

Honkasilta¹

2017

International Perspectives on Inclusive Education

Self Cite

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This chapter is based on compulsory school experiences of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and their parents in the educational context of Finland. Located in the theoretical framework of Disability Studies, the chapter aims to contribute to theory of inclusive education by initiating a new dialogue on conceptual foundations of inclusive schooling. In this regard, the chapter first deconstructs the concept of educational need that stems from the field of traditional special education as contradictory to the original ideals of inclusive education. It then moves on to reconstruct the concept of educational need in accordance with the foundational values of inclusion, that is celebration of human diversity and resistance to dichotomies of ab-/normality and dis-/ability and proposes an approach for future implementation of inclusive education. Keywords: ADHD, disability studies, inclusive schooling, ab/normality, dis/ability, discourse

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Parental agency and related emotions in the educational partnership

Rautamies

Vähäsantanen

Poikonen

et al. 2017

Early Child Development and Care

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This study investigated the understudied issue of parental agency and related emotions in the educational partnership in the context of Finnish early childhood education and care. We asked i) what types of parental agency can be identified in the educational partnership and ii) in what ways are emotions related to these types of agency. The narrative method was used to analyse the interview data of parents of children with difficulties in self-regulation. The findings indicate that parental agency in the educational partnership varied from proactive and confrontational to hindered. Typically, pleasant emotions were related to proactive and unpleasant emotions to confrontational parental agency. Ambivalent and neutral emotions in turn were related to hindered parental agency. This study enhances understanding of the educational partnership from the viewpoint of parents of a child with difficulties in selfregulation. The study also contributes to the theoretical debate on the emotions related to agency.

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Power Struggle, Submission and Partnership: Agency Constructions of Mothers of Children with ADHD Diagnosis in Their Narrated School Involvement

Cited by 16 publications

References 39 publications

Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support

Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support

“Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need

Parental agency and related emotions in the educational partnership

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