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Youdell et al 26 Sept 17 combined.pdf (1.08 MB)

Biological sciences, social sciences and the languages of stress

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journal contribution
posted on 2017-12-07, 13:05 authored by Deborah Youdell, Valerie Harwood, Martin Lindley
There are well documented concerns with the imposition of high stakes testing into the fabric of school education, and there is now an increasing focus on how such tests impact children’s ‘well-being’. This can be witnessed in reports in the popular news media, where discussion of these impacts frequently refer to ‘stress’ and ‘anxiety’. Yet, there is no work that is able to tell us about what is happening in the bodies of the teachers and children who are living this schooling in the day-to-day; whether this is best considered through the languages of ‘stress’; or what the implications – emotional, educational, embodied – of these experiences might be. This paper develops a transdisciplinary approach that brings social and biological accounts together in order to address the ‘more-than-social’ of the emotionality of childhood and schooling. We seek out opportunities for transdisciplinary connectivity and for new ways of seeing and knowing about learning. We consider what these ways of seeing and knowing might offer to education.

History

School

  • Sport, Exercise and Health Sciences

Published in

Discourse: Studies in the Cultural Politics of Education

Volume

0

Pages

1 - 23

Citation

YOUDELL, D., HARWOOD, V. and LINDLEY, M.R., 2018. Biological sciences, social sciences and the languages of stress. Discourse: Studies in the Cultural Politics of Education, 39(2), pp. 219-241.

Publisher

© Taylor & Francis

Version

  • AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2017-11-29

Notes

This is an original manuscript of an article published by Taylor & Francis in Discourse: Studies in the Cultural Politics of Education on 29 Nov 2017, available online: https://doi.org/10.1080/01596306.2018.1394420

ISSN

0159-6306

eISSN

1469-3739

Language

  • en