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Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism

Ashley Frawley Orcid Logo, Kathryn Ecclestone, Chloe Wakeham, Kenneth McLaughlin Orcid Logo

Education, Parenting and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals

Swansea University Authors: Ashley Frawley Orcid Logo, Kathryn Ecclestone, Chloe Wakeham

Abstract

Examining regulatory capitalism’s increased emphasis on ‘steering not rowing’, this chapter describes developments in mental health support in United Kingdom Higher Education. We sketch out the ways in which support increasingly takes the form of regulatory rules for emotions and behaviours. The shi...

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Published in: Education, Parenting and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals
Published: Routledge
URI: https://cronfa.swan.ac.uk/Record/cronfa64756
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spelling v2 64756 2023-10-16 Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism 9279d7a34ced689e04eb6bdc56e74a64 0000-0002-4691-4612 Ashley Frawley Ashley Frawley true false ef45d77a34d8ae6a1d30317e733f9714 Kathryn Ecclestone Kathryn Ecclestone true false c0474f195b6ee7b0dc7577d87fc34a39 Chloe Wakeham Chloe Wakeham true false 2023-10-16 CSSP Examining regulatory capitalism’s increased emphasis on ‘steering not rowing’, this chapter describes developments in mental health support in United Kingdom Higher Education. We sketch out the ways in which support increasingly takes the form of regulatory rules for emotions and behaviours. The shift towards whole institution approaches and increasingly expansive definitions of mental ill-health have created spaces in which mental health support becomes a tool for the regulation of everyday life. A proliferation of individuals take on the role of managers and regulators ‘supporting’ mental health rather than providing more direct forms of ‘treatment’ for mental ill-health. Moreover, while responsiveness to student mental health claims was partially due to risks allegedly faced by universities as ‘communities of fate’ (Waggoner and Goldman 2005), risk continues to be problematic, and is repeatedly shifted downstream. While much critical literature on the wellbeing industry conceptualises these phenomena as attempts to create self-governing neoliberal subjects, we present a more complicated picture regarding self-governance and autonomy. The resultant invitation to students is not necessarily to embody such ideal subjects, but rather to problematise self-reliance and offer instead an injunction to seek out constantly external guidance for rules and regulations governing the correct conduct of life. Book chapter Education, Parenting and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals Routledge 0 0 0 0001-01-01 COLLEGE NANME Criminology, Sociology and Social Policy COLLEGE CODE CSSP Swansea University Another institution paid the OA fee British Academy SRG1920\101300 2023-10-16T14:27:29.4357014 2023-10-16T14:13:46.0876407 Faculty of Humanities and Social Sciences School of Social Sciences - Criminology, Sociology and Social Policy Ashley Frawley 0000-0002-4691-4612 1 Kathryn Ecclestone 2 Chloe Wakeham 3 Kenneth McLaughlin 0000-0002-1660-5907 4
title Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
spellingShingle Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
Ashley Frawley
Kathryn Ecclestone
Chloe Wakeham
title_short Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
title_full Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
title_fullStr Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
title_full_unstemmed Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
title_sort Steering not Rowing: Mental Health, Higher Education and Regulatory Capitalism
author_id_str_mv 9279d7a34ced689e04eb6bdc56e74a64
ef45d77a34d8ae6a1d30317e733f9714
c0474f195b6ee7b0dc7577d87fc34a39
author_id_fullname_str_mv 9279d7a34ced689e04eb6bdc56e74a64_***_Ashley Frawley
ef45d77a34d8ae6a1d30317e733f9714_***_Kathryn Ecclestone
c0474f195b6ee7b0dc7577d87fc34a39_***_Chloe Wakeham
author Ashley Frawley
Kathryn Ecclestone
Chloe Wakeham
author2 Ashley Frawley
Kathryn Ecclestone
Chloe Wakeham
Kenneth McLaughlin
format Book chapter
container_title Education, Parenting and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals
institution Swansea University
publisher Routledge
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Criminology, Sociology and Social Policy{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Criminology, Sociology and Social Policy
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description Examining regulatory capitalism’s increased emphasis on ‘steering not rowing’, this chapter describes developments in mental health support in United Kingdom Higher Education. We sketch out the ways in which support increasingly takes the form of regulatory rules for emotions and behaviours. The shift towards whole institution approaches and increasingly expansive definitions of mental ill-health have created spaces in which mental health support becomes a tool for the regulation of everyday life. A proliferation of individuals take on the role of managers and regulators ‘supporting’ mental health rather than providing more direct forms of ‘treatment’ for mental ill-health. Moreover, while responsiveness to student mental health claims was partially due to risks allegedly faced by universities as ‘communities of fate’ (Waggoner and Goldman 2005), risk continues to be problematic, and is repeatedly shifted downstream. While much critical literature on the wellbeing industry conceptualises these phenomena as attempts to create self-governing neoliberal subjects, we present a more complicated picture regarding self-governance and autonomy. The resultant invitation to students is not necessarily to embody such ideal subjects, but rather to problematise self-reliance and offer instead an injunction to seek out constantly external guidance for rules and regulations governing the correct conduct of life.
published_date 0001-01-01T14:27:31Z
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score 11.016235

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