Psychologization and Language in Education: Discursively Analysing Contemporary Latin American Educational Policies
Authors
Diego Palacios-Díaz
Universidad Tecnológica Indoamérica, Ecuador
[email protected] https://orcid.org/0000-0002-6956-7158Felipe Hidalgo-Kawada
Sydney University, Australia
[email protected] https://orcid.org/0000-0002-8885-6895Paulina Saavedra-Stuardo
Universidad Tecnológica Indoamérica, Ecuador
[email protected] https://orcid.org/0000-0002-5718-5558Detalles
Published
2020-01-22
Abstract
The objective of this article is to discursively analyze how psychological language is incorporated into contemporary regulations of Latin American education policies, specifically in Chile and Ecuador. Psychologization, a tendency to use the knowledge and techniques of Psychology and related disciplines to look at ourselves, at others and at the social world, represents a technology of educational change that gradually and recurrently settles in diverse scenarios at the global level. Aware of this, and positioned from the theoretical-methodological principles of critical discourse studies, we examine a set of texts on educational policy in Chile and Ecuador, analyzing them in a discursive and social perspective. The main findings show that psychological languages, articulated from the dualisms constituting the discourse of Psychology, contribute to the construction and shaping of the subject and the context of intervention. Similarly, psychological languages, configured from the ideal of balance and productivity, offer a strategy to generally address some educational issues and goals of the contexts analyzed. Finally, these findings are discussed and problematized based on current uses of psychological language and from the possibilities they contain to articulate transformative discourses and educational practices.
Keywords
Chile
Ecuador
education
educational policies
discourse
Psychology
psychologization
How to Cite
Palacios-Díaz, D., Hidalgo-Kawada, F., & Saavedra-Stuardo, P. (2020). Psychologization and Language in Education: Discursively Analysing Contemporary Latin American Educational Policies. Caribbean Educational Research Journal (RECIE), 4(1), 62–80. https://doi.org/10.32541/recie.2020.v4i1.pp62-88
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References
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Brown, K., Ecclestone, K., & Emmel, N. (2017). The many faces of vulnerability. Social Policy and Society, 16(3), 497-510. https://doi.org/10.1017/S1474746416000610
Brunila, K. (2011). The Projectisation, Marketisation and Therapisation of Education. European Educational Research Journal, 10(3), 421-432. https://doi.org/10.2304/eerj.2011.10.3.421
De Vos, J. (2013). Psychologization and the Subject of Late Modernity. Palgrave Macmillan.
De Vos, J. (2015). Deneurologizing Education? From Psychologisation to Neurologisation and Back. Studies in Philosophy and Education, 34(3), 279-295. https://doi.org/10.1007/s11217-014-9440-5
De Vos, J. (2016). The metamorphoses of the brain: Neurologisation and its discontents. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50557-6
Ecclestone, K., & Brunila, K. (2015). Governing emotionally vulnerable subjects and “therapisation” of social justice. Pedagogy, Culture & Society, 23(4), 485-506. https://doi.org/10.1080/14681366.2015.1015152
Ecclestone, K. (2016). Behaviour change policy agendas for “vulnerable” subjectivities: the dangers of therapeutic governance and its new entrepreneurs. Journal of Education Policy, 32(1), 48-62. https://doi.org/10.1080/02680939.2016.1219768
Ecclestone, K., & Rawdin, C. (2016). Reinforcing the “disminished” subject? The implications of the “vulnerability zeitgeist” for well-being in educational settings. Cambridge Journal of Education, 46(3), 377393. https://doi.org/10.1080/0305764X.2015.1120707
Ecclestone, K. (2017). Therapeutic governance of psyco-emotionally vulnerable citizens: new subjectivities, new experts and new dangers. In J. Pykket, R. Jones & M. Whitehead (Eds.). Psychological governance and public policy. Governing the mind, brain and behavior (pp.1-20). Routledge. https://doi.org/10.1080/02680939.2016.1219768
Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. Routledge.
Fairclough, I., & Fairclough, N. (2012). Political Discourse Analysis. A method for advanced students. Routledge. https://bit.ly/2R1h5Ki
Fairclough, N. (2018). CDA as dialectical reasoning. In J. Flowerdew & J. Richardson (Eds.). The Routledge handbook of critical discourse studies (pp.18-38). Routledge. https://doi.org/10.4324/9781315739342-2
Falabella, A. (2019). The ethics of competition: accountability policy enactment in Chilean schools’ everyday life. Journal of Education Policy, 34(6), 1-23. https://doi.org/10.1080/02680939.2019.1635272
Flowerdew, J., & Richardson, J. (2018). The Routledge handbook of critical discourse studies. Routledge. https://doi.org/10.4324/9781315739342
Foucault, M. (1992). El orden del discurso. Tusquets.
Foucault, M. (2006). Seguridad, territorio y población. Fondo de Cultura Económica.
Foucault, M. (2008). Vigilar y castigar. Nacimiento de la prisión. Siglo XXI.
Freire, P. (2012). Pedagogía del oprimido. Siglo XXI.
Fuller, K., & Stevenson, H. (2019). Global education reform: understanding the movement. Educational Review, 71(1), 1-4. https://doi.org/10.1080/00131911.2019.1532718
Gentili, P. (2011). Pedagogía de la igualdad. Ensayos contra la educación excluyente. Siglo XXI.
Harvey, D. (2015). Breve historia del neoliberalismo. Akal.
Lewis, S. (2016). Governing schooling through “what Works”: the OECD’s PISA for Schools. Journal of Education Policy, 32(3), 1-22. https://doi.org/10.1080/02680939.2016.1252855
Maroy C., Pons X., & Dupuy C. (2019) Trajectories. In C. Maroy, X. Pons (Eds.). Accountability Policies in Education (pp.115-150). Educational Governance Research. https://doi.org/10.1007/978-3-030-01285-4_5
Miller, P., & Rose, N. (2008). Governing the present. Polity Press.
Ministerio de Educación de Chile (2014). Otros Indicadores de Calidad Educativa. MINEDUC. https://bit.ly/2QBgiAY
Ministerio de Educación de Chile (2015). Manual Bienestar en la Escuela. Buen Clima Escolar. MINEDUC. https://bit.ly/2N65aK4
Ministerio de Educación de Ecuador (2016). Modelo de Funcionamiento de los Departamentos de Consejería Estudiantil. Ministerio de Educación del Ecuador. https://bit.ly/2t2qsBw
Moretti, R., & Energici, M. (2019). Perspectiva gubernamental e historia de la psicología. Medición de la inteligencia y la aptitud en la educación chilena (1925-1967). En E. Hevia, F. Reiter, & G. Salas (Eds.). Historias de la psicología. Contribuciones y reconstrucciones parciales (pp.255-285). Universidad Alberto Hurtado. https://bit.ly/36FeV9S
Palacios, D. (2018). Trabajando en la emergencia. Los procesos de recontextualización de las políticas educativas desde el discurso de psicólogos/as que trabajan en escuelas emergentes en el marco de la Ley de Subvención Escolar Preferencial (Tesis Doctoral). Universidad de Chile, Santiago de Chile.
Palacios, D., Hidalgo, F., Cornejo, R., & Suárez, N. (2019). Análisis Político de Discurso: Herramientas conceptuales y analíticas para el estudio crítico de políticas educativas en tiempos de reforma global. Archivos Analíticos de Políticas Educativas, 27(47), 1-31. https://doi.org/10.14507/epaa.27.4269
Parra, D. (2015). Un análisis historiográfico sobre las relaciones entre psicología y educación en Chile (1889-1973). Revista de Historia de la Psicología, 36(2), 94-115. https://bit.ly/2FvvYiR
Pykett, J., Jones, R. & Whitehead, M. (2017). Psychological Governance and Public Policy. Routledge.
https://doi.org/10.4324/9781315680248
Rautalin, M., Alasuutari, P., & Vento, E. (2018). Globalisation of education policies: does PISA have an effect?. Journal of Education Policy, 34(4), 1-23. https://doi.org/10.1080/02680939.2018.1462890
Rose, N. (1996). Inventing ourselves: Psychology, Power and Personhood. Cambridge University Press. https://doi.org/10.1017/cbo9780511752179
Rose, N. (1999). Governing the soul. The shaping of the private self. Free Association Books.
Rose, N. (2006). The politics of life itself: Biomedicine, power & subjectivity in the twenty-first century. Princeton University Press.
Salhberg, P. (2016). The Global Educational Reform Movement and Its Impact on Schooling. In K. Mundy, A. Green, B. Lindgard, & A. Verger (Eds.). The Handbook of Global Educational Policy (pp.128148). Routledge. https://doi.org/10.1002/9781118468005
Verger, A., Moschetti, M., & Fontdevila, C. (2017). La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias. Education International. https://bit.ly/3ajNJzP
Verger, A., Parcerisa, L., & Fontdevila, C. (2019). The growth and spread of large-scale assesments and test-based accountabilities: A political sociology of global education reforms. Educational Review, 71, 5-30. https://doi.org/10.1080/00131911.2019.1522045
Verger, A., Zancajo, A., & Fontdveila, C. (2016). La economía política de la privatización educativa: Políticas, tendencias y trayectorias desde una perspectiva comparada. Revista Colombiana de Educación, 70, 47-78. https://doi.org/10.17227/01203916.70rce47.78
Ball, S. J. (2009). Privatising education, privatising education policy, privatising educational research: Network governance and the ‘competition state’. Journal of Education Policy, 24(1), 83-99. https://doi.org/10.1080/02680930802419474
Ball, S. (2013). Foucault, Power and Education. Routledge. https://doi.org/10.4324/9780203078662
Ball, S. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14 (8), 1046-1059. https://doi.org/10.1177/1478210316664259
Bekerman, Z., & Zembylas, M. (2018). Psychologized language in education. Denaturalizing a Regime of Truth. Palgrave Macmillan.
Brown, K. (2017). The governance of vulnerability: regulation, support and social divisions in action. International Journal of Sociology and Social Policy, 37(11-12), 667-682. https://doi.org/10.1108/IJSSP-04-2016-0049
Brown, K., Ecclestone, K., & Emmel, N. (2017). The many faces of vulnerability. Social Policy and Society, 16(3), 497-510. https://doi.org/10.1017/S1474746416000610
Brunila, K. (2011). The Projectisation, Marketisation and Therapisation of Education. European Educational Research Journal, 10(3), 421-432. https://doi.org/10.2304/eerj.2011.10.3.421
De Vos, J. (2013). Psychologization and the Subject of Late Modernity. Palgrave Macmillan.
De Vos, J. (2015). Deneurologizing Education? From Psychologisation to Neurologisation and Back. Studies in Philosophy and Education, 34(3), 279-295. https://doi.org/10.1007/s11217-014-9440-5
De Vos, J. (2016). The metamorphoses of the brain: Neurologisation and its discontents. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-50557-6
Ecclestone, K., & Brunila, K. (2015). Governing emotionally vulnerable subjects and “therapisation” of social justice. Pedagogy, Culture & Society, 23(4), 485-506. https://doi.org/10.1080/14681366.2015.1015152
Ecclestone, K. (2016). Behaviour change policy agendas for “vulnerable” subjectivities: the dangers of therapeutic governance and its new entrepreneurs. Journal of Education Policy, 32(1), 48-62. https://doi.org/10.1080/02680939.2016.1219768
Ecclestone, K., & Rawdin, C. (2016). Reinforcing the “disminished” subject? The implications of the “vulnerability zeitgeist” for well-being in educational settings. Cambridge Journal of Education, 46(3), 377393. https://doi.org/10.1080/0305764X.2015.1120707
Ecclestone, K. (2017). Therapeutic governance of psyco-emotionally vulnerable citizens: new subjectivities, new experts and new dangers. In J. Pykket, R. Jones & M. Whitehead (Eds.). Psychological governance and public policy. Governing the mind, brain and behavior (pp.1-20). Routledge. https://doi.org/10.1080/02680939.2016.1219768
Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. Routledge.
Fairclough, I., & Fairclough, N. (2012). Political Discourse Analysis. A method for advanced students. Routledge. https://bit.ly/2R1h5Ki
Fairclough, N. (2018). CDA as dialectical reasoning. In J. Flowerdew & J. Richardson (Eds.). The Routledge handbook of critical discourse studies (pp.18-38). Routledge. https://doi.org/10.4324/9781315739342-2
Falabella, A. (2019). The ethics of competition: accountability policy enactment in Chilean schools’ everyday life. Journal of Education Policy, 34(6), 1-23. https://doi.org/10.1080/02680939.2019.1635272
Flowerdew, J., & Richardson, J. (2018). The Routledge handbook of critical discourse studies. Routledge. https://doi.org/10.4324/9781315739342
Foucault, M. (1992). El orden del discurso. Tusquets.
Foucault, M. (2006). Seguridad, territorio y población. Fondo de Cultura Económica.
Foucault, M. (2008). Vigilar y castigar. Nacimiento de la prisión. Siglo XXI.
Freire, P. (2012). Pedagogía del oprimido. Siglo XXI.
Fuller, K., & Stevenson, H. (2019). Global education reform: understanding the movement. Educational Review, 71(1), 1-4. https://doi.org/10.1080/00131911.2019.1532718
Gentili, P. (2011). Pedagogía de la igualdad. Ensayos contra la educación excluyente. Siglo XXI.
Harvey, D. (2015). Breve historia del neoliberalismo. Akal.
Lewis, S. (2016). Governing schooling through “what Works”: the OECD’s PISA for Schools. Journal of Education Policy, 32(3), 1-22. https://doi.org/10.1080/02680939.2016.1252855
Maroy C., Pons X., & Dupuy C. (2019) Trajectories. In C. Maroy, X. Pons (Eds.). Accountability Policies in Education (pp.115-150). Educational Governance Research. https://doi.org/10.1007/978-3-030-01285-4_5
Miller, P., & Rose, N. (2008). Governing the present. Polity Press.
Ministerio de Educación de Chile (2014). Otros Indicadores de Calidad Educativa. MINEDUC. https://bit.ly/2QBgiAY
Ministerio de Educación de Chile (2015). Manual Bienestar en la Escuela. Buen Clima Escolar. MINEDUC. https://bit.ly/2N65aK4
Ministerio de Educación de Ecuador (2016). Modelo de Funcionamiento de los Departamentos de Consejería Estudiantil. Ministerio de Educación del Ecuador. https://bit.ly/2t2qsBw
Moretti, R., & Energici, M. (2019). Perspectiva gubernamental e historia de la psicología. Medición de la inteligencia y la aptitud en la educación chilena (1925-1967). En E. Hevia, F. Reiter, & G. Salas (Eds.). Historias de la psicología. Contribuciones y reconstrucciones parciales (pp.255-285). Universidad Alberto Hurtado. https://bit.ly/36FeV9S
Palacios, D. (2018). Trabajando en la emergencia. Los procesos de recontextualización de las políticas educativas desde el discurso de psicólogos/as que trabajan en escuelas emergentes en el marco de la Ley de Subvención Escolar Preferencial (Tesis Doctoral). Universidad de Chile, Santiago de Chile.
Palacios, D., Hidalgo, F., Cornejo, R., & Suárez, N. (2019). Análisis Político de Discurso: Herramientas conceptuales y analíticas para el estudio crítico de políticas educativas en tiempos de reforma global. Archivos Analíticos de Políticas Educativas, 27(47), 1-31. https://doi.org/10.14507/epaa.27.4269
Parra, D. (2015). Un análisis historiográfico sobre las relaciones entre psicología y educación en Chile (1889-1973). Revista de Historia de la Psicología, 36(2), 94-115. https://bit.ly/2FvvYiR
Pykett, J., Jones, R. & Whitehead, M. (2017). Psychological Governance and Public Policy. Routledge.
https://doi.org/10.4324/9781315680248
Rautalin, M., Alasuutari, P., & Vento, E. (2018). Globalisation of education policies: does PISA have an effect?. Journal of Education Policy, 34(4), 1-23. https://doi.org/10.1080/02680939.2018.1462890
Rose, N. (1996). Inventing ourselves: Psychology, Power and Personhood. Cambridge University Press. https://doi.org/10.1017/cbo9780511752179
Rose, N. (1999). Governing the soul. The shaping of the private self. Free Association Books.
Rose, N. (2006). The politics of life itself: Biomedicine, power & subjectivity in the twenty-first century. Princeton University Press.
Salhberg, P. (2016). The Global Educational Reform Movement and Its Impact on Schooling. In K. Mundy, A. Green, B. Lindgard, & A. Verger (Eds.). The Handbook of Global Educational Policy (pp.128148). Routledge. https://doi.org/10.1002/9781118468005
Verger, A., Moschetti, M., & Fontdevila, C. (2017). La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias. Education International. https://bit.ly/3ajNJzP
Verger, A., Parcerisa, L., & Fontdevila, C. (2019). The growth and spread of large-scale assesments and test-based accountabilities: A political sociology of global education reforms. Educational Review, 71, 5-30. https://doi.org/10.1080/00131911.2019.1522045
Verger, A., Zancajo, A., & Fontdveila, C. (2016). La economía política de la privatización educativa: Políticas, tendencias y trayectorias desde una perspectiva comparada. Revista Colombiana de Educación, 70, 47-78. https://doi.org/10.17227/01203916.70rce47.78
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