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Critical Geographies of Childhood and YouthContemporary Policy and Practice$
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Peter Kraftl, John Horton, and Faith Tucker

Print publication date: 2012

Print ISBN-13: 9781847428462

Published to Policy Press Scholarship Online: September 2012

DOI: 10.1332/policypress/9781847428462.001.0001

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Making ‘youth publics’ and ‘neuro-citizens’: critical geographies of contemporary educational practice in the Uk

Making ‘youth publics’ and ‘neuro-citizens’: critical geographies of contemporary educational practice in the Uk

Chapter:
(p.27) two Making ‘youth publics’ and ‘neuro-citizens’: critical geographies of contemporary educational practice in the Uk
Source:
Critical Geographies of Childhood and Youth
Author(s):

Jessica Pykett

Publisher:
Policy Press
DOI:10.1332/policypress/9781847428462.003.0002

This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.

Keywords:   Citizenship, Neuroscience, Psychology, Behaviour, Education policy, Pedagogy, Power

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