Aubricht, K. (2012). “The New Vocabulary of Resilience and the Governance of
University Student Life”. Studies in Social Justice, 6(1), 67-83.
Throughout this article Katie Aubrecht (2012) examines the construction of the term resilience within student life at the University of Toronto. The term resilience itself has been constructed into a societal norm within the university; Aubrecht (2012) identifies this in three main categories; framing, learning, and restoration (Aubrecht 2012).
At the University of Toronto, resilience is incorporated into Health and Wellness programs, describing the benefits of building resilience like reduction in stress, depression and anxiety (Aubrecht 2012). Essentially this idea of self-help leaves students gaining …show more content…
Aubrecht (2012) begins with stating, “Within the language of Student Life, images of disability which treat disability as a metaphor for difficulties in learning, living, and succeeding, constitute desire for academic excellence as the ‘common denominator’ in student lives.” (Aubrecht 2012: 78). Enabling mental disability to equate into low academic performance allows universities to socialize students to practice resilience and normalcy. Another important point discussed, is the lack of biological evidence on mental health within Health and Wellness pamphlets. There is a general consensus within student life that experiencing the world through mental illness is wrong (Aubrecht …show more content…
The role of the school is socializing students to be resilient in order to create an environment that promotes positive thinking and academic excellence. Students who fail to do so then become sorted by the school system and labeled as inferior and incapable.
Lunau, Kate. 2012. “The broken generation: why so many of our best and brightest students report feeling hopeless, depressed, even suicidal. Kate Lunau reports on the crisis on campus” Maclean’s, September 10, pp.
University Student Life”. Studies in Social Justice, 6(1), 67-83.
Throughout this article Katie Aubrecht (2012) examines the construction of the term resilience within student life at the University of Toronto. The term resilience itself has been constructed into a societal norm within the university; Aubrecht (2012) identifies this in three main categories; framing, learning, and restoration (Aubrecht 2012).
At the University of Toronto, resilience is incorporated into Health and Wellness programs, describing the benefits of building resilience like reduction in stress, depression and anxiety (Aubrecht 2012). Essentially this idea of self-help leaves students gaining …show more content…
Aubrecht (2012) begins with stating, “Within the language of Student Life, images of disability which treat disability as a metaphor for difficulties in learning, living, and succeeding, constitute desire for academic excellence as the ‘common denominator’ in student lives.” (Aubrecht 2012: 78). Enabling mental disability to equate into low academic performance allows universities to socialize students to practice resilience and normalcy. Another important point discussed, is the lack of biological evidence on mental health within Health and Wellness pamphlets. There is a general consensus within student life that experiencing the world through mental illness is wrong (Aubrecht …show more content…
The role of the school is socializing students to be resilient in order to create an environment that promotes positive thinking and academic excellence. Students who fail to do so then become sorted by the school system and labeled as inferior and incapable.
Lunau, Kate. 2012. “The broken generation: why so many of our best and brightest students report feeling hopeless, depressed, even suicidal. Kate Lunau reports on the crisis on campus” Maclean’s, September 10, pp.