SEEING RED: CRITICAL NARRATIVE IN ADHD RESEARCH

摘要

The lines of debate surrounding ADHD have been well-established for decades. Concerns about the validity of ADHD, and its numerous historical precursors, have extensive empirical and theoretical support. Onthe other hand, we have the reality of millions of school-age children (mostly boys between the ages of nine and fourteen) who are diagnosed with ADHD, identify as ADHD, and carry this identity with them into adulthood. We are left with the 'Great ADHD Debate', comprised by two endlessly polarised discourses and social practices. Eric Prosser's Seeing Red changes this markedly.