| In this study the relationship between attention, embodiment, and consciousness is posited as the central question. Specifically, what are the current assumptions of these connections in popular ADHD literature, and how might a different conceptual model of attention more fully represent attention and its connections to learning as intended in lived experience?;This question will be explored non-empirically through a synthesis of popular ADHD literature, a philosophical exploration of how attention relates to consciousness, and a phenomenological queering of attentional models to more fully represent an embodied understanding of attention with respect to race class and gender.;As a central conclusion, popular ADHD literature tacitly assumes a misunderstanding of the relationship between the mind and the body in relation to attention and consciousness. This holds problems for a fully dynamic understanding of attention and its implications for pedagogy. A reoriented multidimensional approach to attention that reflects a more subtle understanding of the embodied subject more accurately represents attention and its connections to consciousness as understood in lived experience. |
