Julie Allan is Professor of Equity and Inclusion at the University of Birmingham, UK where she was formerly Head of the School of Education. Julie’s research focuses on inclusion, disability studies and children’s rights and encompasses both empirical and theoretical work. She has been an expert adviser on policy, practice and research to governments, NGOs and Council of Europe. Julie and Valerie co-edited, together with Clara Jørgensen, The Routledge World Yearbook in Education 2020: Schooling, governance and inequalities.Valerie Harwood is a Professor of Sociology and Anthropology of Education, Sydney School of Education and Social Work, The University of Sydney. Valerie’s research is centred on a social and cultural analysis of participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities. Valerie and Julie are the authors of Psychopathology at School: Theorising Mental Disorder in Education (2014, Routledge) and Medicus Interruptus in the Behaviour of Disadvantaged Children in Scotland, in the British Journal of Sociology of Education.

• Chapter 1. Introduction: the psy-self.-Part one: Tell me my self.- Chapter 2. Making strange the history of psychological discourses of the self in education.- Chapter 3. Schooling the (achieving) self.- Chapter 4.  Mental disorder in school and the damaged self.- Chapter 5. Wellbeing and happiness.- Part two: Counter-narratives of the self.- Chapter 6. The pleasure(s) of the self.- Chapter 7. The capable self.- Chapter 8. Re-presenting the self.-  Chapter 9. Politicising the self.- Chapter 10. Performing the self: counter-narratives in everyday life.

Julie Allan is Professor of Equity and Inclusion at the University of Birmingham, UK where she was formerly Head of the School of Education. Julie’s research focuses on inclusion, disability studies and children’s rights and encompasses both empirical and theoretical work. She has been an expert adviser on policy, practice and research to governments, NGOs and Council of Europe. Julie and Valerie co-edited, together with Clara Jørgensen, The Routledge World Yearbook in Education 2020: Schooling, governance and inequalities.Valerie Harwood is a Professor of Sociology and Anthropology of Education, Sydney School of Education and Social Work, The University of Sydney. Valerie’s research is centred on a social and cultural analysis of participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities. Valerie and Julie are the authors of Psychopathology at School: Theorising Mental Disorder in Education (2014, Routledge) and Medicus Interruptus in the Behaviour of Disadvantaged Children in Scotland, in the British Journal of Sociology of Education.

• Chapter 1. Introduction: the psy-self.-Part one: Tell me my self.- Chapter 2. Making strange the history of psychological discourses of the self in education.- Chapter 3. Schooling the (achieving) self.- Chapter 4.  Mental disorder in school and the damaged self.- Chapter 5. Wellbeing and happiness.- Part two: Counter-narratives of the self.- Chapter 6. The pleasure(s) of the self.- Chapter 7. The capable self.- Chapter 8. Re-presenting the self.-  Chapter 9. Politicising the self.- Chapter 10. Performing the self: counter-narratives in everyday life.

Julie Allan is Professor of Equity and Inclusion at the University of Birmingham, UK where she was formerly Head of the School of Education. Julie’s research focuses on inclusion, disability studies and children’s rights and encompasses both empirical and theoretical work. She has been an expert adviser on policy, practice and research to governments, NGOs and Council of Europe. Julie and Valerie co-edited, together with Clara Jørgensen, The Routledge World Yearbook in Education 2020: Schooling, governance and inequalities.Valerie Harwood is a Professor of Sociology and Anthropology of Education, Sydney School of Education and Social Work, The University of Sydney. Valerie’s research is centred on a social and cultural analysis of participation in educational futures. This work involves learning about collaborative approaches and in-depth fieldwork on educational justice with young people, families and communities. Valerie and Julie are the authors of Psychopathology at School: Theorising Mental Disorder in Education (2014, Routledge) and Medicus Interruptus in the Behaviour of Disadvantaged Children in Scotland, in the British Journal of Sociology of Education.

• Chapter 1. Introduction: the psy-self.-Part one: Tell me my self.- Chapter 2. Making strange the history of psychological discourses of the self in education.- Chapter 3. Schooling the (achieving) self.- Chapter 4.  Mental disorder in school and the damaged self.- Chapter 5. Wellbeing and happiness.- Part two: Counter-narratives of the self.- Chapter 6. The pleasure(s) of the self.- Chapter 7. The capable self.- Chapter 8. Re-presenting the self.-  Chapter 9. Politicising the self.- Chapter 10. Performing the self: counter-narratives in everyday life.