Table Of ContentTHE LANGUAGE OF MENTAL HEALTH
On the Self:
Discourses of Mental
Health and Education
Julie Allan · Valerie Harwood
The Language of Mental Health
Series Editors
Michelle O’Reilly, The Greenwood Institute, University of
Leicester, Leicester, UK
Jessica Nina Lester, School of Education, Indiana
University, Bloomington, IN, USA
This series brings together rich theoretical and empirical discussion at
the intersection of mental health and discourse/conversation analysis.
Situated broadly within a social constructionist perspective, the books
included within this series will offer theoretical and empirical examples
highlighting the discursive practices that surround mental health and
make ‘real’ mental health constructs. Drawing upon a variety of discourse
and conversation analysis perspectives, as well as data sources, the books
will allow scholars and practitioners alike to better understand the role
of language in the making of mental health.
We are very grateful to our expert editorial board who continue to
provide support for the book series. We are especially appreciative of the
feedback that they have provided on earlier drafts of this book. Their
supportive comments and ideas to improve the book have been very
helpful in our development of the text. They continue to provide support
as we continue to edit the book series ‘the language of mental health’. We
acknowledge them here in alphabetical order by surname.
Tim Auburn, Plymouth University, UK
Galina Bolden, Rutgers University, USA
Susan Danby, Queensland University of Technology, Australia
Debra Friedman, Indiana University, USA
Ian Hutchby, University of Leicester, UK
Doug Maynard, University of Wisconsin, USA
Emily A. Nusbaum, University of San Francisco, USA
·
Julie Allan Valerie Harwood
On the Self:
Discourses of Mental
Health
and Education
Julie Allan Valerie Harwood
School of Education Sydney School of Education
University of Birmingham and Social Work
Birmingham, UK The University of Sydney
Camperdown, Sydney, NSW, Australia
The Language of Mental Health
ISBN 978-3-031-10995-9 ISBN 978-3-031-10996-6 (eBook)
https://doi.org/10.1007/978-3-031-10996-6
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Acknowledgements
Valerie Harwood, Anna Hickey-Moody, Sarah O’Shea & Sam
McMahon, (2017). The Politics of Widening Participation and University
Access for Young People: Making educational futures.
The right of Valerie Harwood, Anna Hickey-Moody, Sam McMahon
and Sarah O’Shea to be identified as authors of this work has been
asserted by them in accordance with Sections 77 and 78 of the Copy-
right, Designs and Patents Act 1988. All rights reserved. No part of this
book may be reprinted or reproduced or utilised in any form or by any
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retrieval system, without permission in writing from the publishers.
Reproduced with permission of The Licensor through PLSclear.
v
Contents
1 Introduction: The Psy-Self 1
Part I Tell Me My Self
2 Making Strange the History of Psychological
Discourses of the Self in Education 23
3 Schooling the (Achieving) Self 55
4 Mental Disorder in School and the Damaged Self 85
5 Happiness and Wellbeing: For the Love of the Self 115
Part II Counter-Narratives of the Self
6 The Pleasure(s) of the Self 151
7 The Capable Self 173
8 Re-Presenting the Self 205
9 Politicising the Self 235
vii
viii Contents
10 A Manifesto for Selfwork 265
References 283
Index 319
About the Authors
Julie Allan and Valerie Harwood are the authors of Psychopathology at
School: Theorising Mental Disorder in Education (2014, Routledge) and
of Medicus Interruptus in the Behaviour of Disadvantaged Children in
Scotland, in the British Journal of Sociology of Education (http://dx.doi.
org/10.1080/01425692.2013.776933). They also co-edited, together
with Clara Jørgensen, The Routledge World Yearbook in Education:
Schooling, governance and inequalities (2020, Routledge).
Julie Allan is a Professor of Equity and Inclusion at the University of
Birmingham, UK, where she was formerly Head of the School of Educa-
tion. 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 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 AbouttheAuthors
participation in educational futures. This work involves learning about
collaborative approaches and in-depth fieldwork on educational justice
with young people, families and communities.
