Approaching the self: alternative perspectives of selfwork in education

Abstract

In this paper we respond to this special issue’s critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a ‘damaged self’ in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves.

Keywords:

• Self
• selfwork
• psy-discourses
• capability
• counter-narratives

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Julie Allan

Julie Allan is a 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.

Valerie Harwood

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 About the Authors participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities.