Affective Virtuosity : Challenges for Governance Feminism in the Context of the Economic Crisis

This article explores the possibilities and constraints for feminist knowledge production and diffusion, and its influence over policy making and public debate in the context of austerity and neoliberal governance. By analysing the process in which a group of Finnish academic feminists used their expert position to influence government policy in 2015–2017, the article illustrates the strategies they adopted to engage in political debates and how they negotiated the new political landscape. The research material was derived from two years of action research and participant observation and is considered through the theoretical lens of governance feminism. The article makes a distinctive contribution to extant theories of governance feminism, by drawing upon theories of affects and ambivalence as a complement to governance feminism's focus on discourses and co‐optation. We coin the term affective virtuosity to highlight the importance of affect in feminist knowledge production and diffusion, and in shaping the various perspectives available to feminist scholars in encounters with politicians and policymakers.Peer reviewe

Governing emotionally vulnerable subjects and ‘therapisation’ of social justice

In numerous countries, pessimism about enduring social and educational inequalities has produced a discernible therapeutic turn in education policy and practice, and a parallel rise in therapeutic understandings of social justice. Focusing on developments in England and Finland, this article explores the ways in which radical/critical conceptualisations of social justice privilege attention to psycho-emotional vulnerabilities. Extending older forms of psychologisation, therapeutic understandings of social justice in many contemporary radical/critical accounts resonate powerfully with the wider therapisation of popular culture and everyday life. Using theories of discursive power, we explore the new forms of governance, subjectivity and agency in mainstream therapeutic programmes, and evaluate their implications for pedagogies rooted in radical/critical notions of social justice

The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland

This chapter provides an exploration of the preparation of pupils with autism spectrum disorder (ASD) for transition to upper secondary level after Finnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after which education opportunities after basic education for pupils with ASD in Finland are examined. This is followed by a brief illustration of the Finnish comprehensive school system to provide context with a focus on support arrangements and the preparation of support for transition. Then, the individual transition-planning documents are examined, after which the two cases of Kalle and Maija are introduced. This is followed by an illustration of the use of the documents in practice for the two pupils. The summary includes a discussion of implications for future directions.Peer reviewe

Bad behaviour in school:a discursive approach

Abstract Disturbing, problematic, or challenging student behaviour is said to be among the greatest challenges facing today’s school life. However, despite the apparent commonsensical nature of the issue, there is no commonly agreed upon definition for such events, and there is often very thin analysis of what actually becomes disturbed, challenged, or problematised in such instances. In this article, disturbing behaviour is seen as a discursive practice that produces reality; it is a historically and socioculturally formed coming-together of various intersecting power-related discourses that make claims about individuals and contexts. Informed by post-structural approaches, this theoretical article looks at how ideas of disturbing behaviour come to be formed within the discursive environment of school. The article argues that behind the idea of disturbing behaviour are the ideas of a normal developmental course and an idealised student, as well as increasing emphasis on management and measurement in school

Nomadic work:romance and reality : a response to Barbara Czarniawska’s ‘Nomadic work as life-story plot’

This article takes departure in Barbara Czarniawska’s discussion of ‘Nomadic Work as Life-Story Plot’. It contextualises her analysis of actors’ interpretations of nomadic work with a bi- focal review of the ambiguous realities of these phenomena. Firstly, an examination of key aspects of the socio-economic and political context of nomadic work in global neoliberal economies reveals precarious conditions that cloud romantic interpretations of nomadicity. Secondly, a review of studies of everyday practices of nomadic work shows how neoliberal, but also alternative futures are enacted through creative appropriation of collaborative technologies. One example is the work of digital ‘disaster deck’ volunteers and its potential for the mobilization of ‘rapid, highly localized assistance’ through closer collaboration between a distributed crowd, local communities, and official emergency responders (Starbird and Palen 2013). This and other examples suggest emergent new practices and politics of dwelling in mobility that are focused on sociality and collaboration, straddling virtual and physical commons. The twin critique developed in this response can augment narrative analysis to inform more integrated CSCW innovation that challenges the ‘brave new world of work’