ABSTRACT. In his book Discipline and Punish Foucault (1977) offered the notion of the “psy- disciplines,” as a collective term for psychology, psychiatry, psycho- analysis, and psychotherapies, and described how they became entangled in new forms of “governing at a distance” during the 19th century. Here we set out to explore how the psy- disciplines currently manifest and operate as significant cogs in the teacher education machine. Responding to Law and Urry’s (2004) call for a more “messy” social science, we offer an impressionistic assemblage ethnography, where we pick up and consider the psy -disciplinary cogs that we happen upon in our everyday lives as lecturers in Australian initial teacher education. We offer an incomplete list of some of these cogs, and indicate the ways in which they uphold psy-disciplinary knowledges, and the psy- gaze, as relevant and significant. We conclude by reflecting on the implications for possible interventions into the machine. pp. 127–145

Keywords: psy- disciplines; cogs; teacher education machine; knowledge; psychoanalysis

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UniPæd, Roskilde University
SPARG, The University of Tampere;
The University of Newcastle

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