Diagnosed threats and preventions in schools’ wellbeing pedagogies

Research output: Contribution to conference › Conference abstract for conference › Research

Standard

Diagnosed threats and preventions in schools’ wellbeing pedagogies. / Jepsen, Katrine Dorthea Bjerre.

2022. Abstract from Dansk kønsforskning indre og ydre rammer, København, Denmark.

Research output: Contribution to conference › Conference abstract for conference › Research

Harvard

Jepsen, KDB 2022, 'Diagnosed threats and preventions in schools’ wellbeing pedagogies', Dansk kønsforskning indre og ydre rammer, København, Denmark, 18/08/2021.

APA

Jepsen, K. D. B. (2022). Diagnosed threats and preventions in schools’ wellbeing pedagogies. Abstract from Dansk kønsforskning indre og ydre rammer, København, Denmark.

Vancouver

Jepsen KDB. Diagnosed threats and preventions in schools’ wellbeing pedagogies. 2022. Abstract from Dansk kønsforskning indre og ydre rammer, København, Denmark.

Author

Jepsen, Katrine Dorthea Bjerre. / Diagnosed threats and preventions in schools’ wellbeing pedagogies. Abstract from Dansk kønsforskning indre og ydre rammer, København, Denmark.

Bibtex

@conference{08845b5612384297b25014b1d1e28f0f,
title = "Diagnosed threats and preventions in schools{\textquoteright} wellbeing pedagogies",
abstract = "This paper contributes knowledge on how inclusion of diagnosed students inschools is affected by the focus on wellbeing of all students in Danish schools. Based on an ethnographic inspired interview study, including specialized teachers called Behavior, Contact and Wellbeing-teachers (AKT-l{\ae}rere), I show how diagnosed students are seen as a threat to the class{\textquoteright} wellbeing, while the solution of making the nondiagnosed children become empathetic towards diagnosed students contributes to othering of diagnosed children. The analyses are carried out with a poststructural and affect theoretical framework from Michel Foucault and Sara Ahmed. Here I especially draw on the concepts ofsubjectification and affective economies to show how the diagnosis becomes a point of concern for which non-diagnosed students should take responsibility through affective mobilization. This paper thus contributes to a pedagogical field with discussions of how affect theory becomes relevant in studying pedagogical issues of wellbeing and dis/ability.",
author = "Jepsen, {Katrine Dorthea Bjerre}",
year = "2022",
language = "English",
note = "null ; Conference date: 18-08-2021",

}

RIS

TY - ABST

T1 - Diagnosed threats and preventions in schools’ wellbeing pedagogies

AU - Jepsen, Katrine Dorthea Bjerre

PY - 2022

Y1 - 2022

N2 - This paper contributes knowledge on how inclusion of diagnosed students inschools is affected by the focus on wellbeing of all students in Danish schools. Based on an ethnographic inspired interview study, including specialized teachers called Behavior, Contact and Wellbeing-teachers (AKT-lærere), I show how diagnosed students are seen as a threat to the class’ wellbeing, while the solution of making the nondiagnosed children become empathetic towards diagnosed students contributes to othering of diagnosed children. The analyses are carried out with a poststructural and affect theoretical framework from Michel Foucault and Sara Ahmed. Here I especially draw on the concepts ofsubjectification and affective economies to show how the diagnosis becomes a point of concern for which non-diagnosed students should take responsibility through affective mobilization. This paper thus contributes to a pedagogical field with discussions of how affect theory becomes relevant in studying pedagogical issues of wellbeing and dis/ability.

AB - This paper contributes knowledge on how inclusion of diagnosed students inschools is affected by the focus on wellbeing of all students in Danish schools. Based on an ethnographic inspired interview study, including specialized teachers called Behavior, Contact and Wellbeing-teachers (AKT-lærere), I show how diagnosed students are seen as a threat to the class’ wellbeing, while the solution of making the nondiagnosed children become empathetic towards diagnosed students contributes to othering of diagnosed children. The analyses are carried out with a poststructural and affect theoretical framework from Michel Foucault and Sara Ahmed. Here I especially draw on the concepts ofsubjectification and affective economies to show how the diagnosis becomes a point of concern for which non-diagnosed students should take responsibility through affective mobilization. This paper thus contributes to a pedagogical field with discussions of how affect theory becomes relevant in studying pedagogical issues of wellbeing and dis/ability.

UR - https://koensforskning.ku.dk/rammer/Abstracts2.pdf

M3 - Conference abstract for conference

Y2 - 18 August 2021

ER -

ID: 385015022