Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices: Diversity in schooling from vicious children to neuropsychiatric diagnoses-Reference-Cited by-同舟云学术

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Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices: Diversity in schooling from vicious children to neuropsychiatric diagnoses

Published:2024-05 Issue: Volume:103 Page:101623
ISSN:0388-0001
Container-title:Language Sciences
language:en
Short-container-title:Language Sciences

Author:

Säljö Roger^ORCID,Hjörne Eva

Publisher

Elsevier BV

Reference65 articles.

1. Identity as an achievement and as a tool;Antaki,1998

2. Minds, brains and education;Bakhurst;J. Philos. Educ.,2009

3. Brain disease and the study of learning disabilities in The Netherlands (c. 1950-1985);Bakker;Paedagog. Hist.,2014

4. Professional competence and the classification and selection of pupils for schools for “feebleminded” children in The Netherlands (1900–1940);Bakker;Paedagog. Hist.,2021

5. Making the Grade: The Academic Side of College Life;Becker,1968

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