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A Genealogy of the Whole Child

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A Genealogy of the Whole Child A genealogy of the whole child Bronwen MA Jones UCL Institute of Education, London PhD Thesis January 2020 1 Declaration I, Bronwen Jones, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Word Count 72,193 words Copyright The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the proper acknowledgment of the author. 2 Abstract This research is an investigation into how the essentially ‘progressive’ pedagogical construct of the whole child became a neoliberal policy subject. In short, it is a presentation of the production/ or productions of the whole child in the neoliberal policy process. Specifically, it is focused on policies of well-being and character from the time of New Labour to the 2014 Conservative government. During the course of the research, three different yet thoroughly connected productions of the whole child have emerged: the whole child constituted in policy document definitions through psy- scientific discourses; the whole child constituted through the processes and practices of a neoliberal education system and the whole child constituted through classroom practices of well-being and character programmes. They occur at different stages of the policy process and in different sites yet are inseparable. Together they constitute a kind of anatomy of the whole child in neoliberal education policy. I have found it helpful to employ Foucault’s concept of the dispositif to both explore and connect the notion of the whole child and neoliberalism. I have understood those three articulations from the perspective of his constructs of bio power, governmentality and technologies of the self. My research then suggests that this ‘whole child’ of education policy represents and facilitates an increasingly systematic extension of neoliberal governance into/through the emotional and moral ‘life’ of the child. The whole child functions as a bio political or etho political subject that is a critical and developing constituent part of the neoliberal dispositif. 3 Reflections on research None of it does more than mark time. Repetitive and disconnected, it advances nowhere. Since indeed it never ceases to say the same thing, it perhaps says nothing. It is tangled up into an indecipherable, disorganized muddle. In a nutshell, it is inconclusive (Foucault, 1980a, p.78). Impact Statement I hope that this research generates a degree of unease about what is happening in schools in the name of educating the ‘whole child’, and that this discomfort leads to greater scrutiny and critique of policies and practices of the ‘whole child’. 4 Acknowledgements I would like to thank my supervisors Dr. Annette Braun and Professor Stephen Ball for their expertise, insight, patience, good humour, diplomacy, support, encouragement and attention to detail. I am also extremely grateful to Dr. Patrick Bailey for his time, interest and comments on the full draft of this thesis. Thank you to Jack and Mattie for discussing Foucault with me and particularly to Thomas for ‘helping me with my homework’. His editing skills were invaluable. Thank you to Nick, who considering he has little time for academia has ‘listened’ beyond the call of duty for six long years. 5 Contents ABSTRACT ................................................................................ 3 ACKNOWLEDGEMENTS ....................................................... 5 CONTENTS ................................................................................ 6 ABBREVIATIONS .................................................................. 10 LIST OF FIGURES ................................................................. 11 INTRODUCTION .................................................................... 14 MOTIVATION AND RATIONALE ..................................................... 14 CONCEPTUALISING AND SITUATING THE RESEARCH ..................... 23 Conceptualising the research- Foucault ............................................ 23 Situating the research- neoliberalism ................................................ 34 Practicalities ...................................................................................... 47 PROBLEMATISING THE WHOLE CHILD ....................... 50 THE NINETEENTH CENTURY, SOCIETAL CHANGE AND EDUCATIONALISATION ................................................................. 52 NEW HUMAN SCIENCES ................................................................ 55 Psychology ........................................................................................ 56 The child study movement ................................................................ 57 Character ........................................................................................... 58 EDUCATIONAL PHILOSOPHY ........................................................ 63 The romantic child- Locke, Rousseau, Pestalozzi and Froebel ........ 63 Dewey- psychological philosophy .................................................... 65 New Education Fellowship ............................................................... 66 THE HADOW REPORTS ................................................................. 68 WELFARISM 1944-1988 .............................................................. 69 6 The Plowden report and comprehensivisation .................................. 71 CONCLUSION ............................................................................... 73 SECTION ONE: PSY-SCIENTIFIC DISCOURSES AND THE ARTICULATION OF THE WHOLE CHILD IN POLICIES OF WELL-BEING AND CHARACTER: A BIO/ETHO POLITICAL SUBJECT ..................................... 75 BIO POWER ................................................................................... 76 Bio politics and neoliberal governmentality ..................................... 79 NEW LABOUR AND THE WELL-BEING OF THE WHOLE CHILD. ........ 81 The rise of well-being ....................................................................... 82 The articulation and evolution of well-being in policy ..................... 84 The influence of psy-scientific discourses- therapeutic education? . 89 COALITION AND CONSERVATIVE GOVERNMENTS AND CHARACTER EDUCATION ................................................................................. 92 Defining character? ........................................................................... 96 Demos ............................................................................................... 98 Jubilee Centre for Character and Virtues ........................................ 101 APPG on Social Mobility ............................................................... 105 THE PRODUCTION OF THE WHOLE CHILD AS A FORM OF BIO POWER .................................................................................................. 106 Psy-scientific discourses and the somatic and molecular self ........ 108 The whole child as a bio/etho political subject ............................... 110 SECTION TWO: THE DISCOURSES AND ARCHITECTURE OF NEOLIBERAL EDUCATION POLICY: AN EXPANDING NEOLIBERAL DISPOSITIF AND GOVERNMENTALITY .............................................. 117 GOVERNMENTALITY .................................................................... 119 Liberalism and neoliberalism as governmentalities ....................... 121 Liberalism as a governmentality- social realities naturalised ....... 122 7 Neoliberalism as governmentality .................................................. 126 WELL-BEING AND POLICY CONTEXTS ........................................ 128 The social investment agenda ......................................................... 128 Accountability ................................................................................. 132 The neoliberal dispositif: policies of social mobility and accountability and the well-being of the whole child ..................... 139 CHARACTER EDUCATION AND POLICY CONTEXTS ...................... 140 The social mobility agenda ............................................................. 141 Accountability ................................................................................. 145 The neoliberal dispositif: policies of social mobility, accountability and the character of the whole child ............................................... 156 Heterarchical governance and character education ........................ 158 The neoliberal dispositif: heterarchical governance and character . 175 THE PRODUCTION OF THE WHOLE CHILD AS AN EXTENSION OF THE NEOLIBERAL DISPOSITIF AND GOVERNMENTALITY ..................... 177 SECTION THREE: PRACTICING THE WHOLE CHILD THROUGH SCHOOL PROGRAMMES OF POSITIVE PSYCHOLOGY AND CHARACTER EDUCATION: NEOLIBERAL TECHNOLOGIES OF THE SELF .......... 180 TECHNOLOGIES OF THE SELF ...................................................... 181 Technologies of the self and governmentality ................................. 182 Subjectivities and the homo oeconomicus ...................................... 184 How to make sense of and room for freedom and autonomy? ........ 185 PERSONAL WELL-BEING LESSONS FOR SECONDARY SCHOOL- POSITIVE PSYCHOLOGY IN ACTION FOR 11TO 14 YEAR OLDS BY ILONA BONIWELL AND LUCY RYAN ..................................................... 188 Psychology and neoliberalism ........................................................ 191 Discourse analysis ..........................................................................
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