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Shaping Marginalized Identities and Indexing Deficient Behaviours in A Special Needs Unit

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Book cover Learning, Social Interaction and Diversity – Exploring Identities in School Practices

Abstract

In this chapter, we are concerned with the local social process through which a group of boys in a special needs practice are identified and described as deviating from the local norms of school conduct (cf. Hester & Francis, 2000). More specifically we will demonstrate how a more permanent (and deviant) identity is talked into being during a remedial activity organized in the special educational needs unit. In the context of such an activity, individual boys’ are attributed a set of emotional, social and behavioural deficiencies, which are made a daily topic of inquiry, in order to remedy the problem behaviours in question.

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Author information

Authors and Affiliations

  1. Department of Education, Uppsala University, Uppsala, Sweden

    Ann-Carita Evaldsson

  2. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden

    Yvonne Karlsson

Authors
  1. Ann-Carita Evaldsson
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  2. Yvonne Karlsson
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Editor information

Editors and Affiliations

  1. University of Gothenburg, Sweden

    Eva Hjörne

  2. University of Applied Sciences Saxion, The Netherlands

    Geerdina van der Aalsvoort

  3. Oxford Brookes University, UK

    Guida de Abreu

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© 2012 Sense Publishers

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Evaldsson, AC., Karlsson, Y. (2012). Shaping Marginalized Identities and Indexing Deficient Behaviours in A Special Needs Unit. In: Hjörne, E., Aalsvoort, G.v.d., Abreu, G.d. (eds) Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-803-2_9

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