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.

中文翻译：

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看不见的生活：使用民族志学探讨患有注意力缺陷多动障碍（ADHD）的学者的经历

尽管有一些明显的声音呼吁改变态度（布鲁克菲尔德，2011年，2014年，2017年;普罗克诺，2017年;费尔南多，2017年），但在精神障碍方面，成人教育的世界似乎几乎没有改变。尤其值得注意的是，在这些情况下（例如我们的注意力缺陷障碍多动症），成人教育工作者缺乏第一手资料。尽管成人和高等教育中关于注意力缺陷/多动症（ADHD）对学生成绩的影响的文献越来越多，但很少有研究探讨大学教师如何学习和思考精神障碍和学习障碍。因此，这项自学研究通过确定主题来探索与成人多动症相关的动力，在现代学术环境中成为多动症教职人员的相关问题和疑虑。鉴于缺乏关于学习障碍和多动症的教师知识的普遍性，我们认为这一问题是成人学习的核心问题，尤其是在当今的大学中。