Our publications related to the theme



Brunila, K., Ylöstalo, H., Saari, A. & Harni, E. (Eds.) forthcoming. Terapeuttinen valta: Onnellisuuden ja hyvinvoinnin jännitteitä 2000-luvulla. [Therapeutic Power: Tensions between Happiness and Wellbeing in 2000s]. Vastapaino.

Brunila, K., Ikävalko, E., Honkasilta, J. & Isopahkala-Bouret, U. (2020). Enhancing criticality and resistance through teaching in the neoliberal academy. Subjectivity.

Brunila, K., Honkasilta, J., Ikävalko, E., Lanas, M., Masoud, A., Mertanen, K. & Mäkelä, K., (2020). The Cultivation of Psy-subjectivity of Young Adults ‘at risk’ in the Ethos of Vulnerability. In The Handbook of Therapeutic Cultures. London: Routledge.

Brunila, K. & Lundahl, L., (2020). Youth on the Move: Tendencies and Tensions in Youth Policies and Practices. Helsinki: Gaudeamus Helsinki University Press.

Brunila, K, Mertanen, K. & Mononen Batista-Costa, S. (2020). Economic worries – therapeutic solutions? Entrepreneurial and therapeutic governing of transitions of young adults. In Youth on the Move: Tendencies and Tensions in Youth Policies and Practices. Helsinki: Helsinki University Press.

Brunila, M. K. & Ylöstalo, H. M., (2020). The Nordic Therapeutic Welfare State and Its Resilient Citizens. In The Handbook of Therapeutic Cultures. London: Routledge.

Lanas, M., Bendix Petersen, E. & Brunila, K. (2020). The discursive production of misbehaviour in professional literature available for Finnish teachers. Critical Studies in Education.

Masoud, A., Kurki, T. & Brunila, K. (2020). Learn Skills and Get Employed. Constituting the Employable Refugee Subjectivity through Integration Policies and Training Practices. In Youth on the Move: Tendencies and Tensions in Youth Policies and Practices. Helsinki: Gaudeamus Helsinki University Press.

Mertanen, Katariina, Mäkelä, Kalle & Brunila, Kristiina (2020). What’s the Problem (Represented to Be) in Finnish Youth Policies and Youth Support Systems. International Studies in Sociology of Education.


Brunila, K., Mertanen, K., Tiainen, K., Kurki, T., Masoud, A., Mäkelä, K. & Ikävalko, E. (2019). Vulnerabilizing Young People: Interrupting the ethos of vulnerability, the neoliberal rationality, and the precision education governance. In Journal of the Finnish Anthropological Society.

Brunila, K. (2019). Interrupting psychological management of youth training. In Education Inquiry. Published online.

Honkasilta, J. & Vehkakoski, T. (2019). The Premise, Promise and Disillusion of the ADHD Categorization – Family Narrative about the Child’s Broken School Trajectory. In Emotional and Behavioral Difficulties.

Honkasilta, J. (2019). Toiseuttava erityistarve – ADHD-diagnosoitujen nuorten identiteettineuvottelut heidän koulukokemuksissaan. In Kasvatus.

Koutsoklenis, A., Honkasilta, J. & Brunila, K. (2019). Reviewing and reframing the influence of relative age on ADHD diagnosis: beyond individual psycho(patho)logy. Pedagogy, Culture and Society, 28(2), 165–181.

Kurki, T. (2019). Immigrant-ness as (mis)fortune? : Immigrantisation through integration policies and practices in education. Doctoral dissertation. University of Helsinki, Faculty of Educational Sciences. Helsinki Studies in Education 40.

Kurki, T., Brunila, K. & Lahelma, E. (2019). Constituting immigrant care workers through gendering and racialising practices in education. In Nordic Journal of Migration Research.

Lanas, Maija & Brunila, Kristiina (2019). Bad Behaviour in School: a discursive approach. British Journal of Sociology of Education, 40(5), 682–695.

Leiviskä, A., (2019). The Issue of ‘Radical Otherness’ in Contemporary Theories of Democracy and Citizenship Education. In Journal of Philosophy of Education.

Luukkonen, V. (2019). ”Käytännössähän tämä on siis ihan pelkkää bisnestä” –maahanmuuttajien kotouttamiskoulutuksen yksityistymisen tarkastelua. Pro gradu -tutkielma. Helsingin yliopisto kasvatustieteellinen tiedekunta.

Masoud, A., Holm, G., & Brunila, K. (2019). Becoming Integrateable: Hidden Realities of Integration Policies and Training in Finland. International Journal of Inclusive Education.

Mertanen, K., Pashby, K. & Brunila, K. (2019). Governing of young people ‘at risk’ with the alliance of employability and precariousness in the EU youth policy steering.  In Policy Futures of Education.

Tiainen, K., Leiviskä, A. & Brunila, K. (2019). Democratic Education for Hope: Contesting the Neoliberal Common Sense. In Studies in Philosophy and Education. Prologue: Silences and challenges.

Vaissi, Vivi. (2019). Nuoret ja ohjausasiantuntijat haavoittuvuuden eetoksessa : Ohjaamot diskursiivisena käytäntönä. Pro gradu -tutkielma. Helsingin yliopisto kasvatustieteellinen tiedekunta.



Brunila, K., Mertanen, K., Ikävalko, E., Kurki, T., Honkasilta, J., Leiviskä, A., Masoud, A. & Mäkelä, K. (2018). Nuoret ja tukijärjestelmät haavoittuvuuden eetoksessa. In Kasvatus.

Brunila, K. (2018). The Power of Critical Feminist Pedagogy in Challenging ‘Learnification’ and the Neoliberal Ethos. In Feminist Perspectives on Teaching Masculinities: Learning Beyond Stereotypes. Routledge.

Brunila, K. & Valero, P. (2018). Anxiety and the making of research(ing) subjects in neoliberal academia. In Subjectivity. 11 (1). 74-89.

Fernström, P. (2018). Itsevastuullistettu hyvinvointi. Pro gradu-tutkielma. Helsingin yliopisto kasvatustieteellinen tiedekunta.

Ikävalko, E. & Brunila, K. (2018.) Coming to discursive-deconstructive reading of gender equality. In International Journal of Research and Method in Education.  1–13.

Mertanen, K. & Brunila, K. (2018). Prison Break. Transition of Young People with a Criminal Background from Prison to Civil Society. In Education Inquiry.

Vainio, S. (2018). Syrjäytymisharha. Pro gradu-tutkielma. Helsingin yliopisto kasvatustieteellinen tiedekunta.



Brunila, K. & Rossi, L-M. (2017). Identity Politics, the Ethos of Vulnerability, and Education. In Educational Philosophy and Theory. 50(3), 287–298.

Brunila, K. & Hannukainen, K. (2017). Academic Researchers on the Project Market in the Ethos of Knowledge Capitalism. In European Educational Research Journal. 16 (6). 907-920.

Brunila, K. (2017). A Diminished Self. Entrepreneurial and Therapeutic Ethos Operating With a Common Aim. In Sociology of Education II: major themes in education. Ball, S. J. (toim.). New York: Routledge – Taylor & Francis Group. 11 (4). 477-486.

Brunila, K., Ikävalko, E., Kurki.T., Masoud, A., Mertanen, K., Mikkola, A., & Mäkelä, K. (2017). Transitions, justice, and equity in education. In Oxford Encyclopedia of EducationOxford University Press.

Freedman, J. & Honkasilta, J. (2017). Dictating the boundaries of ab/normality: a critical discourse analysis of the diagnostic criteria for attention deficit hyperactivity disorder and hyperkinetic disorder. In Disability & Society, 32(4), 565–588.

Hannukainen, K. & Brunila, K. (2017). “Jokainen verissä päin sitä omaa edistää” – Tutkijakoulutus, tieto ja tutkijuus tietokapitalismissa. In Aikuiskasvatus. 37 (2). 96-107.

Honkasilta, J. & Vehkakoski, T. (2017). Autenttisuutta lääkitsemässä vai lääkitsemällä? Adhd-lääkitykselle annetut merkitykset nuorten identiteettien muokkaajana. In Nuorisotutkimus 35(4), 21-34.

Kurki, T., Masoud, A., Niemi, A-M. & Brunila, K. (2017). Integration becoming business: marketisation of educational policies and integration practices for immigrants. In European Educational Research Journal.

Lanas, M. (2017). An Argument for love in intercultural education in teacher education. In Intercultural Education. 28(4).

Ylöstalo, H. & Brunila, K. (2017). The Limits and Possibilities of Equality Pedagogy in an Era of Marketisation. In Gender & Education.



Brunila, K., & Ryynänen, S. (2016). NEW RULES OF THE GAME. Youth training in Brazil and Finland as examples of new global network governance.

Brunila, K., Ikävalko, E., Kurki, T., Mertanen, K., & Mikkola, A. (2016). Revisiting the ’Vulnerability ethos’ in Cross-Sectoral Transition Policies and Practices for Young People. In Research in Comparative and International Education. 11(1), 69–79.

Brunila, K., & Siivonen, P. (2016). Preoccupied with the self: towards self-responsible, enterprising, flexible and self-centred subjectivity in education. In Discourse: Studies in the Cultural Politics of Education, 37(1), 56–69.

Koskela, A. & Lanas, M. (2016). Fabricating expert knowledge of the disturbing behaviour of problematic students. In Pedagogy, Culture and Society. 24(3), 459-471.

Lanas, M. (2016). Emerging emotions and participatory ethnographic research. In M. Zembylas & P. Schutz (Eds.) “Methodological Advances in Research on Emotion in Education”. Switzerland: Springer. 111-121.

Mononen Batista-Costa, S., & Brunila, K. (2016). Becoming Entrepreneurial – Transitions and education of unemployed youth. In Power and Education, 8(1), 19–34.



Ecclestone, K., & Brunila, K. (2015). Governing emotionally vulnerable subjects and “therapisation” of social justice. In Pedagogy, Culture & Society, 23(4), 485–506.

Lanas, M. & Zembylas M. (2015). Revolutionary love at work in an arctic school with conflicts. In Teaching Education. 26(3). 272-287.

Brunila, K. (2014). The Rise of Survival Discourse in the Era of Therapisation and Marketisation of Education. (Invited article by the editor Professor Evie Zambeta, special number Education in times of Crisis). In Education Inquiry, 5(1), 7–23.

Brunila, K. & Siivonen, P. (2014). Preoccupied with the Self. Towards self-responsible, enterprising, flexible, and self-centred subjectivity in education. Discourse: Studies in the Cultural Politics of Education. 37(1), 56–69.

Kurki, T. & Brunila, K. (2014). Education and training as projectised and precarious politics. In Power and Education 6(3), 283–294.

Lanas, M. & Rautio, P. (2014). Reciprocity as a relation – Two examples of conducting research in Finnish Lapland. In S. White and M. Corbett (Eds.) Doing Educational Research in Rural Settings: Methodological Issues, International Perspectives and Practical Solutions. Routledge. 181-192.

Lanas, M. & Zembylas, M. (2014). Towards a Transformational Political Concept of Love in Critical Education. In Studies in Philosophy and Education. 34. 31-44.