Interdisciplinary perspectives on emotional well-being and social justice in education policy and practice
Very diverse concerns drive the idea that the state should develop the emotional well-being of children, young people and adults throughout education and social policy.
Numerous interventions across education and welfare policy address many goals. A growing array of assessments and interventions, policy, and practice present the human subject as a legitimate focus for state intervention and raise new questions about the purposes and activities of state education. Interrogating these questions is crucial because policy plays a central role in shaping a culture’s account of human potential and the social relations that follow from it.
This series of six seminars aims to open up an area that is highly contested but which has not, so far, been subjected to critical debate. The series is the first time that claims about emotional well-being, and the implicit and explicit depictions of the human subject that underpin policy and practice in this area, have been debated between academics from different disciplines and representatives from practitioner and policy groups. It is also the first time that debates about emotional well-being in the British context have been related to other countries and historical contexts.
Each seminar will explore different perspectives on the conceptual and practical relationship between emotional well-being and social justice.
These are invited seminars and spaces are limited. However, if you have a particular interest in any one event, please do contact us.
We would also love to hear from you if you would like to comment on any papers or commentaries from past seminars. Please contact Margaret Pye.
