Governing emotionally vulnerable subjects and 'therapisation' of social justice

In numerous countries, pessimism about enduring social and educational inequalities has produced a discernible therapeutic turn in education policy and practice, and a parallel rise in therapeutic understandings of social justice. Focusing on developments in England and Finland, this article explore...

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Published inPedagogy, culture & society Vol. 23; no. 4; pp. 485 - 506
Main Authors Ecclestone, Kathryn, Brunila, Kristiina
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.10.2015
Taylor & Francis Ltd
Subjects
discourse
Education policy
Educational Policy
Emotional Problems
Emotions
England
Finland
Foreign Countries
Governance
Inequality
Negative Attitudes
Popular Culture
Power
Power Structure
Social Differences
Social Justice
subjectivity
Teaching Methods
therapisation
Therapy
United Kingdom (England)
Finland
United Kingdom > UK
England
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Summary:In numerous countries, pessimism about enduring social and educational inequalities has produced a discernible therapeutic turn in education policy and practice, and a parallel rise in therapeutic understandings of social justice. Focusing on developments in England and Finland, this article explores the ways in which radical/critical conceptualisations of social justice privilege attention to psycho-emotional vulnerabilities. Extending older forms of psychologisation, therapeutic understandings of social justice in many contemporary radical/critical accounts resonate powerfully with the wider therapisation of popular culture and everyday life. Using theories of discursive power, we explore the new forms of governance, subjectivity and agency in mainstream therapeutic programmes, and evaluate their implications for pedagogies rooted in radical/critical notions of social justice.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2015.1015152