Interrupting the Psy-Disciplines in Education PDF
Preview Interrupting the Psy-Disciplines in Education
INTERRUPTING THE PSY-DISCIPLINES IN EDUCATION EDITED BY EVA BENDIX PETERSEN AND ZSUZSA MILLEI Interrupting the Psy-Disciplines in Education Eva B endix Petersen • Z suzsa M illei Editors Interrupting the Psy- Disciplines in Education Editors Eva Bendix Petersen Zsuzsa Millei Department of People and Institute of Advanced Social Research Technology and SPARG Roskilde University University of Tampere Denmark Tampere, Finland ISBN 978-1-137-51304-5 ISBN 978-1-137-51305-2 (eBook) DOI 10.1057/978-1-137-51305-2 Library of Congress Control Number: 2016942698 © The Editor(s) (if applicable) and The Author(s) 2 016 The author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the pub- lisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover illustration: © Josef F. Stuefer / Getty Cover design by Oscar Spigolon Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Macmillan Publishers Ltd. London A CKNOWLEDGEMENTS We would like to thank the School of Education at the University of Newcastle Australia for supporting the seminar ‘Psy-Interrupted: Critical perspectives on the psy-disciplines in education’ in June 2014, which formed the starting point for this book. We thank the presenters and par- ticipants for making the seminar an enriching experience, and for lending support to our belief that this book is wanted and needed. We also thank the Space and Political Agency Research Group as part of the Academy of Finland Centre of Excellence in Research on the Relational and Territorial Politics of Bordering, Identities and Transnationalization (RELATE) for their support. We wish to thank the contributors to this volume for working with us, and for extending our thinking on the questions at hand. Chapter 11 by Allan & Harwood is reproduced with permission from Chapter 3 (pp. 46–66) The Risk Factors? ‘Race’, social class and gender in Harwood, V. & Allan, J. (2014) Psychopathology at School: Theorizing mental disorders in education. Abingdon, Oxford: Routledge. v C ONTENTS 1 Introduction 1 Eva Bendix Petersen and Z suzsa Millei 2 ‘Silences’ in the ‘Inclusive’ Early Childhood Classroom: Sustaining a ‘Taboo’ 1 3 Karen Watson 3 Binds of Professionalism: Attachment in Australian and Finnish Early Years Policy 3 3 Zsuzsa Millei and M aarit Alasuutari 4 Becoming a ‘Learner’ in the Australian Primary School: An (Auto)ethnographic Exploration 5 9 Eva Bendix Petersen 5 The Principal Is Present: Producing Psy-o ntologies Through Post/Psychology-I nformed Leadership Practices II 75 Dorthe Staunæs and M alou Juelskjær 6 Positive Education as Translation and Conquest of Schooling 93 Antti Saari and E sko Harni vii viii CONTENTS 7 Labouring Over the Truth: Learning to Be/Come Queer 1 11 Peter Bansel and E mma Keltie 8 Re-thinking ‘Pointiness’: Special Education Interrupted 1 29 Cath Laws 9 Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour 1 45 Samantha McMahon and V alerie Harwood 10 ‘No, I’m Not OK’: Disrupting ‘Psy’ Discourses of University Mental Health Awareness Campaigns 167 Sue Saltmarsh 11 The Risk Factors For Psy-Diagnosis? Gender, Racialization and Social Class 1 85 Julie Allan and V alerie Harwood 12 ‘How Do You Solve a Problem Like Maria?’ Troubling the Psy-gaze in the Qualitative Analysis and Representation of Educational Subjects’ 2 03 Matthew Wilson-Wheeler Index 221 N C OTES ON ONTRIBUTORS Maarit Alasuutari is Professor of Early Childhood Education and Research Director of the Department of Education, University of Jyväskylä, Finland. Her fi eld of study includes, in particular, parent–professional collaboration, childhood studies, early education practices, and documentation in early education. Professor Alasuutari specializes in qualitative research and, especially, in constructionist and discursive approaches. Julie Allan is Head of the School of Education and Professor of Equity and Inclusion at the University of Birmingham, UK, and a visiting professor at the University of Borås in Sweden. Julie has researched children’s rights, inclusion, and disability, and her recent books include Psychopathology at School: Theorizing Mental Disorders in Education and Social Capital, Children and Young People. She has been an adviser to the Scottish Parliament, the Queensland Government, and the Welsh assembly, and has worked extensively with the Council of Europe. Peter Bansel is a member of Sexualities and Gender Research in the School of Social Sciences and Psychology at Western Sydney University, Australia. His inter- disciplinary research focuses on the socio-political practices through which identi- ties are formed, embodied, and lived. This work focuses specifi cally on socially marginalised groups of young people and the impacts of this marginalisation on their health and well-being. Esko Harni is a doctoral researcher at the University of Tampere School of Education, Finland. His doctoral research project consists of a critical analysis of entrepreneurial education. Valerie Harwood is Professor of Sociology of Education and ARC Future Fellow at the University of Wollongong, Australia. Her research is centred on a social and ix
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