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dc.contributor.authorBrown, Brian J.
dc.contributor.authorBaker, Sally
dc.contributor.authorFazey, John
dc.date.accessioned2009-04-15T10:36:30Z
dc.date.available2009-04-15T10:36:30Z
dc.date.issued2006
dc.identifier.citationBrown, B.J., Baker, S. and Fazey, J (2006) Mental health and higher education: mapping field, consciousness and legitimation. Critical Social Policy, 26 (1), pp. 31-56.en
dc.identifier.issn0261-0183
dc.identifier.urihttp://hdl.handle.net/2086/1687
dc.description.abstractSome UK academics have declared that they do not want higher education to become part of the social welfare system. In this article we review aspects of policy and practice that suggest that this has already happened. Explicit encouragement of people with mental health problems to undertake courses has proceeded alongside a number of initiatives to make higher education institutions better able to support students in difficulty, and new responsibilities are being unfolded for the staff. There is growing evidence that students' mental health problems are increasing. To make sense of the transformations in the topography of policy and in the consciousness it encourages, we make use of theoretical frameworks such as Bourdieu's notion of field and the generative work of Foucault and Rose, to examine the implications this has for the conceptualization of politics under New Labour and the implications this has for a newly recapitalized notion of responsible individuals.en
dc.language.isoenen
dc.publisherSageen
dc.subjectBourdieuen
dc.subjectmental distressen
dc.subjectuniversitiesen
dc.titleMental health and higher education: mapping field, consciousness and legitimationen
dc.typeArticleen
dc.identifier.doihttp://dx.doi.org/10.1177/0261018306059765
dc.researchgroupParticipation & Social Justice
dc.researchgroupPsychology
dc.researchgroupHealth Policy
dc.researchgroupMary Seacole Research Centre
dc.researchgroupHealth Policy Research Unit
dc.researchinstituteInstitute of Health, Health Policy and Social Careen
dc.researchinstituteMary Seacole Research Centreen


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