G5 Doctoral dissertation (article)
Hahmotusvaikeudet koettuna ja kerrottuna ilmiönä : narratiivinen tutkimus merkitysten, toimijuuden ja kategorioiden rakentumisesta (2024)
Adults’ visuospatial learning difficulties : a narrative study of meanings, agency, and categories
Ylönen, S. (2024). Hahmotusvaikeudet koettuna ja kerrottuna ilmiönä : narratiivinen tutkimus merkitysten, toimijuuden ja kategorioiden rakentumisesta [Doctoral dissertation]. Jyväskylän yliopisto. JYU Dissertations, 788. https://urn.fi/URN:ISBN:978-952-86-0166-1
JYU authors or editors
Publication details
All authors or editors: Ylönen, Suvi
eISBN: 978-952-86-0166-1
Journal or series: JYU Dissertations
eISSN: 2489-9003
Publication year: 2024
Number in series: 788
Number of pages in the book: 1 verkkoaineisto (198 sivua)
Publisher: Jyväskylän yliopisto
Place of Publication: Jyväskylä
Publication country: Finland
Publication language: Finnish
Persistent website address: https://urn.fi/URN:ISBN:978-952-86-0166-1
Publication open access: Openly available
Publication channel open access: Open Access channel
Abstract
As a result of the first research question, I present five ways of legitimising visuospatial learning difficulties: proving the reality, relying on expert knowledge, diagnostic differentiation, appealing to the permanence of difficulties and demonstrating the causality. With regards to the second research question, I present six types of stories: search stories, tragedy stories, adventure stories, survival stories, enlightenment stories and growth stories. In response to the third research question, I present five ways of constructing agency: agency constrained by visuospatial learning difficulties, socially shaped agency, self-imposed agency driven by personal demands, agency leaning on others and agency constructed from one’s own possibilities.
My research shows that the social construction of visuospatial learning difficulties happens culturally, as a part of social interaction. Without a diagnosis and medical guidance, meanings produced for visuospatial learning difficulties are mirrored in cultural model stories, and the definition of visuospatial learning difficulties is central to the boundary between normality and abnormality.
Keywords: learning difficulties; diagnostics; conceptualisation; difficulties; experiences (knowledge); narration; narrativity; human agency; experts by experience; doctoral dissertations
Free keywords: visuospatial learning difficulties; categorisation; legitimation; narratives; narrative-based agency construction; social construction of diagnoses; experiential expertise
Contributing organizations
Ministry reporting: Yes
VIRTA submission year: 2024