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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/27697

Title: Biological sciences, social sciences and the languages of stress
Authors: Youdell, Deborah
Harwood, Valerie
Lindley, Martin R.
Keywords: Stress
Assessment
Sociology of education
Bioscience
Biosocial
Issue Date: 2017
Publisher: © Taylor & Francis
Citation: YOUDELL, D., HARWOOD, V. and LINDLEY, M.R., 2017. Biological sciences, social sciences and the languages of stress. Discourse: Studies in the Cultural Politics of Education, doi: 10.1080/01596306.2018.1394420.
Abstract: 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.
Description: This paper is closed access until 29th May 2019.
Version: Accepted for publication
DOI: 10.1080/01596306.2018.1394420
URI: https://dspace.lboro.ac.uk/2134/27697
Publisher Link: https://doi.org/10.1080/01596306.2018.1394420
ISSN: 0159-6306
Appears in Collections:Closed Access (Sport, Exercise and Health Sciences)

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