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International Journal of Qualitative Studies in Education Volume 26, 2013 - Issue 9: Desire and Self-management. The Nordic Intake of Transnational Tendencies in Education
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Articles

The return of the Freudian Couch®: managing affectivity through technologies of comfort

Malou Juelskjær Department of Education, Aarhus University, Copenhagen, DenmarkCorrespondence[email protected]
,
Dorthe Staunæs Department of Education, Aarhus University, Copenhagen, Denmark
&
Helene Ratner Department of Management, Politics, and Philosophy, Copenhagen Business School, Copenhagen, Denmark
Pages 1132-1152 | Received 31 Jan 2012, Accepted 15 Jun 2013, Published online: 11 Sep 2013

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Read on this site (7)

Michalinos Zembylas. (2022) Affective ideology and education policy: implications for critical policy research and practice. Journal of Education Policy 37:4, pages 511-526.
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Michalinos Zembylas. (2020) The affective grounding of post-truth: pedagogical risks and transformative possibilities in countering post-truth claims. Pedagogy, Culture & Society 28:1, pages 77-92.
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Katja Brøgger. (2018) The performative power of (non)human agency assemblages of soft governance. International Journal of Qualitative Studies in Education 31:5, pages 353-366.
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Linnea Bodén. (2017) Going with the affective flows of digital school absence text messages. Learning, Media and Technology 42:4, pages 406-419.
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Sam Sellar. (2015) A feel for numbers: affect, data and education policy. Critical Studies in Education 56:1, pages 131-146.
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Katja Brøgger. (2014) The ghosts of higher education reform: on the organisational processes surrounding policy borrowing. Globalisation, Societies and Education 12:4, pages 520-541.
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Malou Juelskjaer. (2013) Gendered subjectivities of spacetimematter. Gender and Education 25:6, pages 754-768.
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Articles from other publishers (13)

Michalinos Zembylas. (2021) Theorizing the affective regime of “best practice” in education policy. European Educational Research Journal 22:2, pages 281-294.
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Mads Bank. (2021) Affect, stimmung and governing young drug users: an affirmative critique of a Danish drug user treatment programme. Subjectivity 14:4, pages 175-200.
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Sebastian Tobias-Renstrøm & Simo Køppe. (2020) Karen Barad, psychology, and subject models: Why we need to take experience seriously. Theory & Psychology 30:5, pages 638-656.
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Sabina Pultz. (2020) Unemployment in the Affective Economy: Exploring the Affective Governing of Young Unemployed People in the Danish Welfare State. Zeitschrift für Sozialreform 66:3, pages 335-361.
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László Harmat & Anna Herbert. (2020) Complexity Thinking as a Tool to Understand the Didactics of Psychology. Frontiers in Psychology 11.
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Katja BrøggerKatja Brøgger. 2019. Governing through Standards: the Faceless Masters of Higher Education. Governing through Standards: the Faceless Masters of Higher Education 139 178 .
Alyssa D. Niccolini & Nancy Lesko. (2017) Algorithmic Noise: Ed Reform 2.0 and Work/Think/Playing With Methods of the Present. Qualitative Inquiry 24:9, pages 624-635.
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Michalinos Zembylas. (2018) Professional standards for teachers and school leaders. Journal of Professional Capital and Community 3:3, pages 142-156.
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Joakim Lindgren & Linda Rönnberg. (2017) The Emotional Politics of Quality Assurance Reform: Shifting Affective Atmospheres in Swedish Higher Education Policy. Higher Education Policy 31:1, pages 55-73.
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Anne Katrine Kamstrupp. (2016) The wow-effect in science teacher education. Cultural Studies of Science Education 11:4, pages 879-897.
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Malou Juelskjær & Dorthe Staunæs. (2016) Orchestrating intensities and rhythms: How post-psychologies are assisting new educational standards and reforming subjectivities. Theory & Psychology 26:2, pages 182-201.
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Mads Bank. (2016) Enacting (post)psychological standards in social work: From regimes of visibility to user-driven standards and affective subjectification. Theory & Psychology 26:2, pages 202-222.
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Alyssa D. Niccolini. 2016. Critical Concepts in Queer Studies and Education. Critical Concepts in Queer Studies and Education 5 14 .

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