Biography
Kathryn ‘s research explores the ways in preoccupation with mental health, resilience and vulnerability pervades all areas of social policy, with a particular focus on education, everyday and working life. Her articles, books and presentations to public, practitioner and academic audiences explore the ways in which a ‘therapeutic ethos’ is changing teaching/learning relationships, institutional support systems, ideas about what counts as appropriate curriculum knowledge and expectations of subjectivity. Her most well-known book is The Dangerous Rise of Therapeutic Education.
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Recent publications
Books
2008 The Dangerous Rise of Therapeutic Education London, Routledge (with Dennis Hayes)
2012 (ed) Emotional wellbeing in policy and practice London, Routledge
2012 (ed) Emotional wellbeing in policy and practice London, Routledge
Articles
2016 The effects of a 'vulnerability zeitgeist' in universities: real need or real life?, University and College Counselling, 4, 3, 4-9.
2016 Behaviour change agendas for 'vulnerable' subjectivities: the dangers of therapeutic governance and its new entrepreneurs, Journal of Education Policy, 2016, http://www.tandfonline.com/doi/full/10.1080/02680939.2016.1219768.
2015 Ecclestone, K. and Rawdin, C. Reinforcing the 'diminished' subject? The implications of a vulnerability zeitgeist for wellbeing in educational settings, Cambridge Journal of Education, special edition on 'social and emotional learning', 46, 3, 377-393 http://www.tandfonline.com/doi/full/10.1080/0305764X.2015.1120707.
2015 Ecclestone, K. and Goodley, D. 2014 (on-line) Political and educational springboard or straitjacket?: theorising post/humanist subjects in an age of vulnerability, Discourse: Studies in the Cultural Politics of Education DOI: 10.1080/01596306.2014.927112.
2015 Brunila, K. and Ecclestone, K. Governing emotionally-vulnerable subjects: mechanisms and consequences in the ‘therapisation’ of social justice, Pedagogy, Culture and Society http://www.tandfonline.com/doi/full/10.1080/14681366.2015.1015152.
2014 Ecclestone, K and Lewis, L. Emotional well-being and resilience interventions: challenging discourses of vulnerability and risk in educational policy and practice, Journal of Education Policy.
2016 Behaviour change agendas for 'vulnerable' subjectivities: the dangers of therapeutic governance and its new entrepreneurs, Journal of Education Policy, 2016, http://www.tandfonline.com/doi/full/10.1080/02680939.2016.1219768.
2015 Ecclestone, K. and Rawdin, C. Reinforcing the 'diminished' subject? The implications of a vulnerability zeitgeist for wellbeing in educational settings, Cambridge Journal of Education, special edition on 'social and emotional learning', 46, 3, 377-393 http://www.tandfonline.com/doi/full/10.1080/0305764X.2015.1120707.
2015 Ecclestone, K. and Goodley, D. 2014 (on-line) Political and educational springboard or straitjacket?: theorising post/humanist subjects in an age of vulnerability, Discourse: Studies in the Cultural Politics of Education DOI: 10.1080/01596306.2014.927112.
2015 Brunila, K. and Ecclestone, K. Governing emotionally-vulnerable subjects: mechanisms and consequences in the ‘therapisation’ of social justice, Pedagogy, Culture and Society http://www.tandfonline.com/doi/full/10.1080/14681366.2015.1015152.
2014 Ecclestone, K and Lewis, L. Emotional well-being and resilience interventions: challenging discourses of vulnerability and risk in educational policy and practice, Journal of Education Policy.
Chapters and reports
2016 Changing the subject of university of education: the rise of 'vulnerable' students and its implications for academic freedom, in Williams, J. and Hudson, C. (eds) Why academic freedom matters, London: Civitas.
2016 Lewis, L., Spandler, H., Tew, J., Ecclestone, K. with Croft, H. 2016. Mutuality, wellbeing and mental health recovery: exploring the role of creative arts adult and community learning and participatory arts initiatives. Final report from AHRC 'Connected Communities Project. Wolverhampton: University of Wolverhampton.
2014 Vulnerability and wellbeing in educational settings: The implications of a therapeutic approach to social justice in Wright, K. and McLeod, J. (eds) Rethinking youth well-being: critical perspectives http://www.springer.com/social+sciences/wellbeing+%26+quality-of-life/book/978-981-287-187-9
2016 Lewis, L., Spandler, H., Tew, J., Ecclestone, K. with Croft, H. 2016. Mutuality, wellbeing and mental health recovery: exploring the role of creative arts adult and community learning and participatory arts initiatives. Final report from AHRC 'Connected Communities Project. Wolverhampton: University of Wolverhampton.
2014 Vulnerability and wellbeing in educational settings: The implications of a therapeutic approach to social justice in Wright, K. and McLeod, J. (eds) Rethinking youth well-being: critical perspectives http://www.springer.com/social+sciences/wellbeing+%26+quality-of-life/book/978-981-287-187-9