ERIC Number: EJ1284881
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1939-4225
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Invisible Lives: Using Autoethnography to Explore the Experiences of Academics Living with Attention Deficit Hyperactivity Disorder (ADHD)
Hoben, John; Hesson, Jackie
New Horizons in Adult Education & Human Resource Development, v33 n1 p37-50 Win 2021
Despite some notable voices clamouring for a shift in attitudes (Brookfield, 2011, 2014, 2017; Procknow, 2017; Fernando, 2017), little appears to have changed in the world of adult education when it comes to mental disorders. Particularly notable is the absence of first-hand accounts by adult educators struggling with these conditions, in our case, ADHD. Although there is a growing body of literature in adult and higher education about the impact of Attention-Deficit/Hyperactivity Disorder (ADHD) on student achievement, there is very little research that explores how university faculty learn and think about mental disorders and learning disabilities. Accordingly, this self-study explores the dynamics associated with adult ADHD by identifying themes, issues and concerns associated with being a faculty member with ADHD in contemporary academic settings. Given the widespread nature of the lack of faculty knowledge about learning disabilities and ADHD we see this issue as one that is at its core a problem for adult learning, particularly within today's universities.
Descriptors: Attention Deficit Hyperactivity Disorder, College Faculty, Adults, Teacher Characteristics, Knowledge Level, Adult Learning, Higher Education, Experience
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
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