Full Description
This open access book looks at the psychosocial factors influencing teachers' mental health and examines the complex and interrelated socio-cultural meta-narratives that shape and influence how individuals and communities view and respond to teachers' mental health.
The book explores how the emerging trend towards an ontology of becoming offers a different meaning-making perspective with its shift away from interrogating the past, and away from a psychopharmacological rationale of mental health. As national and international teacher attrition rates are emerging as problematic for our communities' future, the book's account reveals how the sense of social justice that underscores most educators' passion for teaching and that is eroded as burnout escalates, can be re-kindled through an understanding of the wider implications of social justice, the common good and re-imagining a different future.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Contents
Introduction
1. Why Autoethnography and Research Inquiry Are Useful Tools
2. Autoethnography - My Story Is Your Story
3. The Mental Health and Well-being of Our Teachers
4. Historical Perspectives
5. Sociocultural Factors of Teacher Burnout: Gender and Violence
6. Sociocultural Factors of Teacher Burnout: Self-harm
7. Pre-service Teachers, Undergraduates and Mental Ill-health
8. Radical Hope and Radical Courage
Notes
Bibliography
Index
