ABSTRACT The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.

中文翻译：

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追踪“多动症女孩”的独特参与轨迹：从“不愿意的学生”到“主动学习者”

摘要 本研究的总体目标是探索有长期学习困难的个别儿童如何在特殊教育需求环境中遵循独特的“参与轨迹”，有时以意想不到的方式，以及这如何有助于替代形式的识别和学习过程. 这些数据利用了长期的视频人种学工作，追踪了一名患有多动症的个体女孩在一个学年期间的参与轨迹，该女孩是瑞典一所特殊支持学校的新人。我们使用多层次的理论和方法框架将学习、身份和参与作为情境实践来探索焦点女孩如何通过她每天在课堂环境中的参与来增强学生的能力，逐渐从“不情愿的学生”转变为“主动学习者”。通过多模态交互分析，我们展示了焦点女孩的行为和教师的脚手架反应是如何交互组织的，以及创建学习参与框架时的情感和关系维度。有人认为，学生的能动性和在校本学习中新兴的情感参与与建立基于相互信任的长期学习关系的追求密切相关。