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008			220924s2022 sz a o |||| 0|eng d
020			_a9783031109966
024	7		_a10.1007/978-3-031-10996-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1051 _b2022 EB
100	1		_aAllan, Julie _q(Julie Stephanie) _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9689080
245	1	0	_aOn the Self : _bDiscourses of Mental Health and Education _cby Julie Allan, Valerie Harwood
250			_a1st edition 2022
264		1	_aCham _bSpringer International Publishing _c2022
300			_a1 recurso en línea (XIII, 325 páginas) _b4 ilustraciones, 3 ilustraciones a color
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aThe Language of Mental Health
505	0		_aChapter 1. Introduction: the psy-self.-Part one: Tell me my self -- Chapter 2. Making strange the history of psychological discourses of the self in education -- Chapter 3. Schooling the (achieving) self -- Chapter 4. Mental disorder in school and the damaged self -- Chapter 5. Wellbeing and happiness -- Part two: Counter-narratives of the self -- Chapter 6. The pleasure(s) of the self -- Chapter 7. The capable self -- Chapter 8. Re-presenting the self -- Chapter 9. Politicising the self -- Chapter 10. Performing the self: counter-narratives in everyday life.
520			_a This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school. Julie Allan is Professor of Equity and Inclusion at the University of Birmingham, UK where she was formerly Head of the School of Education. 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. Julie and Valerie co-edited, together with Clara Jørgensen, The Routledge World Yearbook in Education 2020: Schooling, governance and inequalities. 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 participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities. Valerie and Julie are the authors of Psychopathology at School: Theorising Mental Disorder in Education (2014, Routledge) and Medicus Interruptus in the Behaviour of Disadvantaged Children in Scotland, in the British Journal of Sociology of Education.
988			_aSpringer_Psychology_2022
650		7	_2embne _9138601 _aPsicología de la educación
700	1		_aHarwood, Valerie _d1967- _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9689081
776	0	8	_iPrinted edition: _z9783031109959
776	0	8	_iPrinted edition: _z9783031109973
776	0	8	_iPrinted edition: _z9783031109980
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-10996-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b11/2023 _dz _eb _zSI