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Titlebook: Interrupting the Psy-Disciplines in Education; Eva Bendix Petersen,Zsuzsa Millei Book 2016 The Editor(s) (if applicable) and The Author(s)

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Binds of Professionalism: Attachment in Australian and Finnish Early Years Policy,ected to parents, carers and educators of young children. It is considered as a ‘grand theory’ that explains “the growth of social relationships from infants’ experiences with their caregivers and the consequent social preference called attachment” (Mercer, 2011, p. 26). In this chapter, we understa
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The Principal Is Present: Producing Psy-ontologies Through Post/Psychology-Informed Leadership Pracg students’ learning milieu. Specifically, we follow how the use of post-psychologies targeting milieu, contexts, relations, and bodies are centrally incorporated into leadership practices. Post-psychologies are psychological concepts and practices that go beyond modern psychology and are concerned
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Positive Education as Translation and Conquest of Schooling,e explore how the practicality of positive psychology is established through a certain regime of truth that introduces conditions on how happiness can be discerned and acted upon in schools. Using Michel Callon’s theory of translation, we examine how positive psychology translates rationalities of r
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,Re-thinking ‘Pointiness’: Special Education Interrupted,ations, and practices in an attempt to make the discursive practices of the special school more visible. The special school I work in is for those students who are read as unmanageable and too violent to be maintained in mainstream/regular schooling. I discuss how the works of Foucault and other pos
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,‘No, I’m Not OK’: Disrupting ‘Psy’ Discourses of University Mental Health Awareness Campaigns,opulations in campus communities, and of reducing social stigmas and taboos pertaining to mental health issues. However, this chapter suggests that the ‘psy’ discourses of mental health awareness campaigns construct happiness, well-being, and work-life balance as desirable, attainable, and the oblig
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