ERIC Number: EJ1107283
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 79
Reinforcing the "Diminished" Subject? the Implications of the "Vulnerability Zeitgeist" for Well-Being in Educational Settings
Ecclestone, K.; Rawdin, C.
Cambridge Journal of Education, v46 n3 p377-393 2016
Pessimistic discourses about crises in youth and children's well-being, mental health and vulnerability permeate English educational policy and practice. These generate vague and slippery elisions of wellbeing and mental health, and the related rise of an ad hoc, confusing market of psycho-emotional interventions promoted by new types of "pay-experts". Revisiting earlier arguments that these developments depict a "diminished" human subject, we propose that the incoherent state of policy, much research and practice in this area warrants robust challenge and critique. In particular, more precision about key concepts of social and emotional learning, mental health and wellbeing, a reining in of universal programmes, and serious interest in the types of curriculum that can offer richer, more meaningful alternatives to developing wellbeing in educational settings.
Descriptors: Well Being, Mental Health, Educational Policy, Intervention, Criticism, Social Development, Emotional Development, Educational History, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom