Biological sciences, social sciences and the languages of stress.
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 freq...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 39; no. 2; pp. 219 - 242 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=127554897&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 127554897 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Apr2018 vid: 39 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 127554897 10.1080/01596306.2018.1394420 ppf: 219 ppct: 23 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.6MB tig: atl: Biological sciences, social sciences and the languages of stress. aug: au: Youdell, Deborah Harwood, Valerie Lindley, Martin R. affil: School of Education, College of Social Sciences, University of Birmingham, Birmingham, UK Sydney School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, Australia School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK su: Education & society Psychological stress Life sciences Educational evaluation Anxiety sug: subj: Education & society Psychological stress Life sciences Educational evaluation Anxiety keyword: assessment bioscience biosocial sociology of education Stress ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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