On the Self: Discourses of Mental Health and Education PDF
Preview On the Self: Discourses of Mental Health and Education
THE LANGUAGE OF MENTAL HEALTH On the Self: Discourses of Mental Health and Education Julie Allan · Valerie Harwood The Language of Mental Health Series Editors Michelle O’Reilly, The Greenwood Institute, University of Leicester, Leicester, UK Jessica Nina Lester, School of Education, Indiana University, Bloomington, IN, USA This series brings together rich theoretical and empirical discussion at the intersection of mental health and discourse/conversation analysis. Situated broadly within a social constructionist perspective, the books included within this series will offer theoretical and empirical examples highlighting the discursive practices that surround mental health and make ‘real’ mental health constructs. Drawing upon a variety of discourse and conversation analysis perspectives, as well as data sources, the books will allow scholars and practitioners alike to better understand the role of language in the making of mental health. We are very grateful to our expert editorial board who continue to provide support for the book series. We are especially appreciative of the feedback that they have provided on earlier drafts of this book. Their supportive comments and ideas to improve the book have been very helpful in our development of the text. They continue to provide support as we continue to edit the book series ‘the language of mental health’. We acknowledge them here in alphabetical order by surname. Tim Auburn, Plymouth University, UK Galina Bolden, Rutgers University, USA Susan Danby, Queensland University of Technology, Australia Debra Friedman, Indiana University, USA Ian Hutchby, University of Leicester, UK Doug Maynard, University of Wisconsin, USA Emily A. Nusbaum, University of San Francisco, USA · Julie Allan Valerie Harwood On the Self: Discourses of Mental Health and Education Julie Allan Valerie Harwood School of Education Sydney School of Education University of Birmingham and Social Work Birmingham, UK The University of Sydney Camperdown, Sydney, NSW, Australia The Language of Mental Health ISBN 978-3-031-10995-9 ISBN 978-3-031-10996-6 (eBook) https://doi.org/10.1007/978-3-031-10996-6 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 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, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms 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 specific 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 publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover credit: Richard Nixon/Alamy Stock Photo This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgements Valerie Harwood, Anna Hickey-Moody, Sarah O’Shea & Sam McMahon, (2017). The Politics of Widening Participation and University Access for Young People: Making educational futures. The right of Valerie Harwood, Anna Hickey-Moody, Sam McMahon and Sarah O’Shea to be identified as authors of this work has been asserted by them in accordance with Sections 77 and 78 of the Copy- right, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Reproduced with permission of The Licensor through PLSclear. v Contents 1 Introduction: The Psy-Self 1 Part I Tell Me My Self 2 Making Strange the History of Psychological Discourses of the Self in Education 23 3 Schooling the (Achieving) Self 55 4 Mental Disorder in School and the Damaged Self 85 5 Happiness and Wellbeing: For the Love of the Self 115 Part II Counter-Narratives of the Self 6 The Pleasure(s) of the Self 151 7 The Capable Self 173 8 Re-Presenting the Self 205 9 Politicising the Self 235 vii viii Contents 10 A Manifesto for Selfwork 265 References 283 Index 319 About the Authors Julie Allan and Valerie Harwood are the authors of Psychopathology at School: Theorising Mental Disorder in Education (2014, Routledge) and of Medicus Interruptus in the Behaviour of Disadvantaged Children in Scotland, in the British Journal of Sociology of Education (http://dx.doi. org/10.1080/01425692.2013.776933). They also co-edited, together with Clara Jørgensen, The Routledge World Yearbook in Education: Schooling, governance and inequalities (2020, Routledge). Julie Allan is a Professor of Equity and Inclusion at the University of Birmingham, UK, where she was formerly Head of the School of Educa- tion. Julie’s research focuses on inclusion, disability studies and children’s rights and encompasses both empirical and theoretical work. She has been an expert adviser on policy, practice and research to governments, NGOs and Council of Europe. Valerie Harwood is a Professor of Sociology and Anthropology of Education, Sydney School of Education and Social Work, The University of Sydney. Valerie’s research is centred on a social and cultural analysis of ix x AbouttheAuthors participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities.
The list of books you might like
