ADHD: the end of the problem as we know it?

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Laurence, Jennifer (2008) ADHD: the end of the problem as we know it? International Journal of Inclusive Education, 12 (1). pp. 99-111. ISSN 1360-3116


This paper explores the historical shapings that have led to a modelling of ‘executive functions’ as a way of knowing the subject of attention deficit hyperactivity disorder (ADHD). It argues that historical changes in figuring the problem of ADHD can be accounted for in terms of a process of continuous translation between neurological and cognitive scientific knowledge and contingent administrative concerns to do with knowing and managing a population. It concludes that a contemporary neuroscientific refiguring of ADHD in terms of executive functions emerges alongside a more general reconfiguration of the time and space of education, a reconfiguration in which neither ‘attention’ nor ‘hyperactivity’ might be quite the problems they once were.

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Item type Article
DOI 10.1080/13603110701683121
Official URL
Subjects Historical > Faculty/School/Research Centre/Department > School of Social Sciences and Psychology
Historical > FOR Classification > 1608 Sociology
Historical > SEO Classification > 970113 Expanding Knowledge in Education
Keywords ResPubID16393, attention deficit hyperactivity disorder (ADHD), neurological organization, neurological impairments, clinical diagnosis, symptoms, cognitive processes, memory, history
Citations in Scopus 7 - View on Scopus
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