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.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

**Shortlisted for the 2021 BAAL Book Prize for an outstanding book in the field of Applied Linguistics** Situated at the interface of corpus linguistics and health communication, Corpus, Discourse and Mental Health provides insights into the linguistic practices of members of three online support communities as they describe their experiences of living with and managing different mental health problems, including anorexia nervosa, depression and diabulimia. In examining contemporary health communication data, the book combines quantitative corpus linguistic methods with qualitative discourse analysis that draws upon recent theoretical insights from critical health sociology. Using this mixed-methods approach, the analysis identifies patterns and consistencies in the language used by people experiencing psychological distress and their role in realising varying representations of mental illness, diagnosis and treatment. Far from being neutral accounts of suffering and treating illness, corpus analysis illustrates that these interactions are suffused with moral and ideological tensions sufferers seek to collectively negotiate responsibility for the onset and treatment of recalcitrant mental health problems. Integrating corpus linguistics, critical discourse analysis and health sociology, this book showcases the capacity of linguistic analysis for understanding mental health discourse as well as critically exploring the potential of corpus linguistics to offer an evidence-based approach to health communication research.

This book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, both regulating and shaping behaviour and morality. The book provides insight into different educational contexts and concerns across a child’s educational lifespan; early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice. With chapters by a mixture of established and emerging international scholars in the field this is an interdisciplinary and authoritative study into the role of the psy-disciplines in the education system. Providing vivid illustrations from throughout the educational lifespan the book serves as an invaluable tool for reflection and critique of the implications of psy-based practice, and will be of particular interest to academics and scholars in the field of education policy and psychology.

Educational Dilemmas uses cultural psychology to explore the challenges, contradictions and tensions that occur during the process of education, with consideration of the effect these have at both the individual and the collective level. It argues that the focus on issues in learning overlooks a fundamental characteristic of education: that the process of educating is simultaneously both constructive and disruptive. Drawing on research from Europe, America and Asia, chapters in this volume present and analyse different experiences of the tension between disruption and construction in the process of education. Situating educational discontent within the wider context, the book demonstrates how this issue can be exacerbated by the tension between the commodification and democratisation of educational systems. This book demonstrates that these issues permeate all levels of education and, as a result, emphasises how vital it is that educational discontent is considered from a new perspective. Educational Dilemmas is essential reading for academics, researchers and postgraduate students in the fields of psychology and education. It should also be of great interest to school psychologists, teachers and therapists.

This book presents the reader with tools to challenge accepted ideas about the standardising forces transforming educational reality, by discussing standards and standardisation from a range of different theoretical perspectives and contexts.

Global Health, a field of study, research and practice defined in 2009 with precursors in international health and development, is currently reckoning with itself. The field has well-intended goals emphasizing collaboration and dialogue between population health, public health, clinical care, and other disciplines to address socioeconomic determinants of health, and employing interdisciplinary approaches to address health inequities wherever they exist. Despite these lofty ideals, there are concerns that the field itself has historically served to reinforce rather than deconstruct colonialism and power imbalances. At this point in time, the field has evolved toward a vision of a community of practice between institutions across the income spectrum (HIC, LMIC, LIC) working in bidirectional and multidirectional ways to develop staff, stuff, space, systems and strategies to eliminate health disparities. However, with deeply rooted colonial assumptions, racism, elitism, and other forms of bias underlying institutions and individuals, initiatives operating under the auspices of Global Health are all too often antithetical to the pursuit itself.