The Dangerous Rise of Therapeutic Education

Ecclestone, Kathryn; Hayes, Dennis

doi:10.4324/9780429401039

Cited by 81 publications

(90 citation statements)

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“…Now is not the time for policy or media rhetoric to drown out diverse regional voices that express a sense of personal investment and belonging, which leads to both the civic engagement and the creative enterprise we need to draw upon in wider society. Nor should we further a dangerous culture, where education is developed towards therapy, rather than to further autonomous thinking (Ecclestone and Hayes 2019).…”

Section: National Excellence and Exchange Frameworkmentioning

confidence: 99%

Raising Regional Academic Voices (Alongside Data) in Higher Education (HE) Debate

et al. 2020

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As agendas for data-driven measures of excellence dominate policy in UK Higher Education (HE), we argue that the generic structure of national policy frameworks virtually silences regional voices. This furthers a territorially agnostic discourse about universities, downplays institutional history and purpose, risks concealing innovative practices, and fails to tackle entrenched inequalities. In response, we point to the value of live, place-based debate in HE institutions to highlight distributional inequity, raise local voices and connect these with national policy. Yet even as we compiled this article about HE debate, the Covid-19 pandemic took hold globally, cancelling face-to-face meetings, by necessity. We therefore draw on a postdigital perspective, as we share our individual dialogues in support of debate, via collective writing, against this new backdrop of social distancing and widespread uncertainty. We may not currently be able to convene our Midlands HE Policy Network (MHEPN) debates in person, but we can voice the essential part that regional universities play in connecting global technological and biological change, with local social projects, citizens and industry. Postdigital theory offers one route to understanding that Covid-19 does not sit apart from other political economic challenges in HE and beyond, that we need to debate simultaneously.

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Section: National Excellence and Exchange Frameworkmentioning

confidence: 99%

Raising Regional Academic Voices (Alongside Data) in Higher Education (HE) Debate

et al. 2020

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“…The need for personalized learning has been recognized in many universities, for example through the introduction of 'personal tutoring' schemes, but the potential of such schemes, to provide opportunities for students' strengths and aspirations to be recognized and valued as drivers of innovation, has yet to be realized, because personal tutoring is often only a means of sign-posting students to sources of pastoral support, or of helping them understand their feedback, and therefore simply re-enforces a deficit model, where an assumed lack of competence is being addressed, and becomes increasingly 'therapeutic', (Ecclestone and Hayes 2009). The potential value of personal tutoring is to enable the University to know its students, (i.e.…”

Section: Higher Education Studentsmentioning

confidence: 99%

Developing Inclusive Pedagogies in HE through an Understanding of the Learner-Consumer: Promiscuity, Hybridisation, and Innovation

Partington

2020

Postdigit Sci Educ

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This article contributes to debates about how to respond to the changing profile of Higher Education (HE) students, and the marketisation of HE, by challenging prevailing views about student engagement, in order to develop learner-centric and inclusive pedagogies which are relevant to the twenty-first century. The concepts of 'participatory culture' and 'co-creativity' are often associated with the digital world in which the current generation of students have grown up. But it is a mistake to assume that some learning styles are inherently more participatory than others: participation is not an effect of the medium or form, (analog vs digital), or the space (actual vs virtual), or the mode of interaction a (face-to-face vs networked) through which the learner participates it is an effect of the practices involved. Students engage with a complex network of both digital and analog texts and spaces, and it is this postdigital hybrid setting within which student engagement takes place. Marketisation provides an opportunity to actively demonstrate our commitments to student-centredness and inclusive practice, by transcending the binary opposition between 'Student as Partner' and 'Student as Consumer' and recognizing that students are learner-consumers, and allowing students' diversity to drive innovation, rather than continuing to disempower students by bolstering practices which privilege some learning styles above others, informed by the assumption that innovation is technology-led.

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“…This process and synthesis emerged in surprising and illuminating ways in both Study A, childcanine interactions and Study B, adolescent-equine interactions. As concern grows for children's mental health [12] and a 'rise in therapeutic education' ensues [13] it is fundamental that current research addresses not only robust and rigorous design, but also employs affective methods which can reveal new insights and understanding of what has been termed a 'pet pedagogy' [14]. Before such claims can be trustworthy, a process model [15,16] (Belsky, 1984) is foregrounded; as such, attention to movement, touch and inter-corporality is discernable.…”

mentioning

confidence: 99%

Bodies of knowledge, Kinetic Melodies, Rhythms of Relating and Affect Attunement in Vital Spaces for Multi-Species Well-Being: Finding Common Ground in Intimate Human-Canine and Human-Equine Encounters

Carlyle

Graham²

2019

Preprint

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Children’s beneficial relationships with animals are well known. Companion animals, particularly dogs have become an integral part of family life and children’s material culture. Aside the proven physiological benefits there is little research about what children say about their relationships with animals and how they describe them. In this paper we bring together both horse-human and dog-human interactions, finding common ground for understanding the complexity of human development, well-being and flourishing. Dogs in schools are fast becoming a trend in helping support and enhance children’s learning as well as their social and emotional well-being. Studies have shown that the very presence of a dog can increase children’s concentration, executive function and behavior. Also, equine therapy is gaining momentum and empirical studies are showing noteworthy benefits to children and young people. However, the lack of children’s voices means that the mechanisms for these benefits are somewhat unknown and unclear. In seeking to explore this, the authors utilize a visual, sensory and diffractive ethnographic approach to illuminate and illustrate, experiment and re-enact, how the children relate, share spaces and multiple subjectivities with their classroom canine, “Ted” and companion horse “Henry”. ”Henry” is part of a programme in which youngsters care for and engage in activities with horses.

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The Dangerous Rise of Therapeutic Education

Cited by 81 publications

References 0 publications

Raising Regional Academic Voices (Alongside Data) in Higher Education (HE) Debate

Raising Regional Academic Voices (Alongside Data) in Higher Education (HE) Debate

Developing Inclusive Pedagogies in HE through an Understanding of the Learner-Consumer: Promiscuity, Hybridisation, and Innovation

Bodies of knowledge, Kinetic Melodies, Rhythms of Relating and Affect Attunement in Vital Spaces for Multi-Species Well-Being: Finding Common Ground in Intimate Human-Canine and Human-Equine Encounters

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