Abstract
This paper investigates the concepts of agency and resistance within the context of ADHD and the educational system. By challenging the prevailing medicalized perspective that views ADHD as a limitation to agency, we argue for an understanding of agency that is socially embedded within the neurodiverse framework. Using an autoethnographic approach based on personal experience as an ADHD student in the Mexican education system, the study analyses power dynamics and marginalization mechanisms. It explores how constraints and possibilities within the system shape an individual’s capacity for resistance and agency. This paper draws on theories by Foucault and Butler to conceptualize as performative and socially constructed, highlighting the paradoxical nature of subjunctivization. By critically examining the exclusionary practices that pathologize neurodiversity, the study offers insight into alternative educational models that can better support neurodiverse individuals and their agency.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Agency, ADHD, Resistance, Education, Power
