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Politics, Citizenship and Rights pp 133–152Cite as

Brain-Targeted Teaching and the Biopolitical Child

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Part of the book series: Geographies of Children and Young People ((GCYP,volume 7))

Abstract

Recent debates within the field of geographies of children and young people have highlighted the political tensions associated with the use of particular forms of knowledge about the body, brain, and behavior in the practices of governing “life itself”. This chapter offers an introduction to these debates. It uses the emergence of educational and social policies directed at children’s brains and influenced by neuroscientific knowledge to illustrate some of the geographical issues at stake in the making up of the biopolitical child.

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Author information

Authors and Affiliations

  1. School of Geography, Earth and Environmental Sciences, University of Birmingham, B15 2TT, Edgbaston, Birmingham, UK

    Jessica Pykett & Tom Disney

Authors
  1. Jessica Pykett
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  2. Tom Disney
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Correspondence to Jessica Pykett .

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Editors and Affiliations

  1. Space and Political Agency Research Group (SPARG), Centre of Excellence in Research on the Relational and Territorial Politics of Bordering, Identities and Transnationalization (RELATE), University of Tampere, Tampere, Finland

    Kirsi Pauliina Kallio

  2. Department of Geography, Loughborough University, Leicestershire, United Kingdom

    Sarah Mills

  3. Department of Geography, National University of Singapore, Singapore, Singapore

    Tracey Skelton

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Pykett, J., Disney, T. (2016). Brain-Targeted Teaching and the Biopolitical Child. In: Kallio, K., Mills, S., Skelton, T. (eds) Politics, Citizenship and Rights. Geographies of Children and Young People, vol 7. Springer, Singapore. https://doi.org/10.1007/978-981-4585-57-6_22

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