Eva Hjörne
Biographic Data
| ID | 125264 |
|---|---|
| NAME | Eva Hjörne |
| GIVEN NAMES | Eva |
| FAMILY NAME | Hjörne |
| SIGNATURE | HJÖRNE E |
| AFFILIATIONS | University of Gothenburg |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices: Diversity in schooling from vicious children to neuropsychiatric diagnoses
The background of this article is an interest in institutional communication. The context in which this has been studied concerns how diversity (in social background, ethnicity, school success etc.) is, and has been, interpreted in schooling, historically as well as in contemporary society. Through history, a range of categories allegedly accounting for school failure has been suggested, and the categories invoked reflect the position of schoolin…
The ADHD diagnosis has been thrown out’: Exploring the Dilemmas of diagnosing children in a school for all
This study of institutional categorisation analyses how municipalities, psychiatric clinics and schools conceive of and act on school difficulties in the Danish school system. The research analyses the responses of municipalities and schools following changes in institutional practices for the allocation of special educational support. The main data consist of documents and of interviews with professionals involved in processing students’ cases a…
Preschool girls as rule breakers: Negotiating moral orders of justice and fairness
This study examines how preschool girls organize situated board games. Examining video data using an ethnomethodological approach, we focus on moral work-in-interaction in instances where the girls negotiate rule violations. It was found that the girls oriented to diverse forms of moral orders, shifting between a competitive/justice-based order and a socio-moral order of reciprocal relations. Argumentative moves of cheating were used as communica…
Special education and globalisation: Continuities and contrasts across the developed and developing world
Over the past 30 years, inclusive education has become the dominant discourse in the field of special educational needs (SEN) across the developed and developing world, reflected in the Salamanca Statement and Framework for Action on Special Educational Needs (UNESCO, 1994), the Dakar Framework for Action: Education for All (UNESCO, 2000) and the 2006 UN Convention on the Rights of Persons with Disabilities. The Convention includes a commitment t…
The narrative of special education in Sweden: History and trends in policy and practice
Access to public education that provides equal opportunities for all is a democratic right for every person living in Sweden. In addition, every child should as far as possible be included in the mainstream school. An official story that is taken for granted in Sweden is that an extremely low proportion of children are in need of special support, since there is no categorisation system in the official statistics. However, the results from the int…
After exclusion what
This special issue grew out of a symposium held at the University of Gothenburg in March 2013 and builds on a collaboration between the Schools of Education at the University of Edinburgh and the U
Reconstituting the ADHD girl: Accomplishing exclusion and solidifying a biomedical identity in an ADHD class
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents …
Negotiating dilemmas in the practices of street‐level welfare work
Hjörne E, Juhila K, van Nijnatten C. Negotiating dilemmas in the practices of street‐level welfare work Int J Soc Welfare 2010: 19: 303–309 © 2010 The Author(s), Journal compilation © 2010 Blackwell Publishing Ltd and International Journal of Social Welfare. The theme of this mini‐symposium is based on the core ideas of two influential books published about 30 years ago, namely Michael Lipsky's Street‐Level Bureaucracy – Dilemmas of the Individua…
There Is Something About Julia: Symptoms, Categories, and the Process of Invoking Attention Deficit Hyperactivity Disorder in the Swedish School: A Case Study
The problem of how to handle diversity is a prominent feature of modern schooling. Historical evidence indicates that the explanations of student problems of accommodating to schooling have varied. At present, neuropsychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) are widely used as interpretations of what constitutes the background of school difficulties. The aim of this article is to report findings from an empirical…
Negotiating dilemmas in the practices of street‐level welfare work
Hjörne E, Juhila K, van Nijnatten C. Negotiating dilemmas in the practices of street‐level welfare work Int J Soc Welfare 2010: 19: 303–309 © 2010 The Author(s), Journal compilation © 2010 Blackwell Publishing Ltd and International Journal of Social Welfare. The theme of this mini‐symposium is based on the core ideas of two influential books published about 30 years ago, namely Michael Lipsky's Street‐Level Bureaucracy – Dilemmas of the Individua…
There Is Something About Julia: Symptoms, Categories, and the Process of Invoking Attention Deficit Hyperactivity Disorder in the Swedish School: A Case Study
The problem of how to handle diversity is a prominent feature of modern schooling. Historical evidence indicates that the explanations of student problems of accommodating to schooling have varied. At present, neuropsychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) are widely used as interpretations of what constitutes the background of school difficulties. The aim of this article is to report findings from an empirical…
The narrative of special education in Sweden: History and trends in policy and practice
Access to public education that provides equal opportunities for all is a democratic right for every person living in Sweden. In addition, every child should as far as possible be included in the mainstream school. An official story that is taken for granted in Sweden is that an extremely low proportion of children are in need of special support, since there is no categorisation system in the official statistics. However, the results from the int…
After exclusion what
This special issue grew out of a symposium held at the University of Gothenburg in March 2013 and builds on a collaboration between the Schools of Education at the University of Edinburgh and the U
Reconstituting the ADHD girl: Accomplishing exclusion and solidifying a biomedical identity in an ADHD class
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents …
Preschool girls as rule breakers: Negotiating moral orders of justice and fairness
This study examines how preschool girls organize situated board games. Examining video data using an ethnomethodological approach, we focus on moral work-in-interaction in instances where the girls negotiate rule violations. It was found that the girls oriented to diverse forms of moral orders, shifting between a competitive/justice-based order and a socio-moral order of reciprocal relations. Argumentative moves of cheating were used as communica…
There Is Something About Julia: Symptoms, Categories, and the Process of Invoking Attention Deficit Hyperactivity Disorder in the Swedish School: A Case Study
The problem of how to handle diversity is a prominent feature of modern schooling. Historical evidence indicates that the explanations of student problems of accommodating to schooling have varied. At present, neuropsychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) are widely used as interpretations of what constitutes the background of school difficulties. The aim of this article is to report findings from an empirical…
Negotiating dilemmas in the practices of street‐level welfare work
Hjörne E, Juhila K, van Nijnatten C. Negotiating dilemmas in the practices of street‐level welfare work Int J Soc Welfare 2010: 19: 303–309 © 2010 The Author(s), Journal compilation © 2010 Blackwell Publishing Ltd and International Journal of Social Welfare. The theme of this mini‐symposium is based on the core ideas of two influential books published about 30 years ago, namely Michael Lipsky's Street‐Level Bureaucracy – Dilemmas of the Individua…
After exclusion what
This special issue grew out of a symposium held at the University of Gothenburg in March 2013 and builds on a collaboration between the Schools of Education at the University of Edinburgh and the U
Reconstituting the ADHD girl: Accomplishing exclusion and solidifying a biomedical identity in an ADHD class
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents …
Special education and globalisation: Continuities and contrasts across the developed and developing world
Over the past 30 years, inclusive education has become the dominant discourse in the field of special educational needs (SEN) across the developed and developing world, reflected in the Salamanca Statement and Framework for Action on Special Educational Needs (UNESCO, 1994), the Dakar Framework for Action: Education for All (UNESCO, 2000) and the 2006 UN Convention on the Rights of Persons with Disabilities. The Convention includes a commitment t…
The narrative of special education in Sweden: History and trends in policy and practice
Access to public education that provides equal opportunities for all is a democratic right for every person living in Sweden. In addition, every child should as far as possible be included in the mainstream school. An official story that is taken for granted in Sweden is that an extremely low proportion of children are in need of special support, since there is no categorisation system in the official statistics. However, the results from the int…
Preschool girls as rule breakers: Negotiating moral orders of justice and fairness
This study examines how preschool girls organize situated board games. Examining video data using an ethnomethodological approach, we focus on moral work-in-interaction in instances where the girls negotiate rule violations. It was found that the girls oriented to diverse forms of moral orders, shifting between a competitive/justice-based order and a socio-moral order of reciprocal relations. Argumentative moves of cheating were used as communica…
The ADHD diagnosis has been thrown out’: Exploring the Dilemmas of diagnosing children in a school for all
This study of institutional categorisation analyses how municipalities, psychiatric clinics and schools conceive of and act on school difficulties in the Danish school system. The research analyses the responses of municipalities and schools following changes in institutional practices for the allocation of special educational support. The main data consist of documents and of interviews with professionals involved in processing students’ cases a…
Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices: Diversity in schooling from vicious children to neuropsychiatric diagnoses
The background of this article is an interest in institutional communication. The context in which this has been studied concerns how diversity (in social background, ethnicity, school success etc.) is, and has been, interpreted in schooling, historically as well as in contemporary society. Through history, a range of categories allegedly accounting for school failure has been suggested, and the categories invoked reflect the position of schoolin…
Sociology (8 works) · Psychology (7 works) · Political science (5 works) · Law (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · Attention Deficit Hyperactivity Disorder (3 works) · Context (archaeology (3 works) · Early Childhood Education and Development (3 works) · Public relations (3 works)