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
Preamble
Introduction: A Dweller in the Imaginary Realm
1. Why Autoethnography and Research Inquiry are Useful Tools
2. Key Definitions and Concepts to Move Beyond a Psychological Perspective
3. An Historical Perspective of Teachers' Mental Ill-Health
4. How and Why Socio-Cultural Factors Impact Teachers' Burnout and Mental Ill-Health
5. Contemporary Theorising about the Socio-Cultural and Health Issues that impact Teachers' Lives
6. Radical Courage as Resistance to Practices that Oppress and Marginalise
7. Galvanising Social Justice and Common Good to Develop Future-Oriented, Sustainable Strategies
8. Using Onto-Epistemological Understandings to Realise an Imagined Future
