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Academic, policy, and public concerns are intensifying around how to respond to increasing mental health problems amongst young people in OECD countries such as the UK and Australia. In this paper we make the case that public knowledge about mental health promotion, help-seeking, support and recovery can be understood as an enactment of public pedagogy—as knowledge practices and processes that are produced within and beyond formal spaces of learning. We explore the question of how new pedagogic modes of address are produced through digital technologies—social media, gamified therapies, e-mental health literacy, wearable technology—as they invite particular ways of knowing embodied distress as “mental illness or ill health.” The rapid growth of formal and informal pedagogical sites for learning about youth mental health raises questions about the affective arrangements that produce new kinds of (ab)normal in the digital era. Through a posthumanist perspective that connects critical mental health studies and public pedagogy, this paper offers an original contribution that theorises pedagogic sites within the cultural formation of public-personal knowledge about mental (ill) health.

The debate on universality in current human rights scholarship has been overly limited. Commonly, the idea is either dismissed as Eurocentric or it is compared to a global political consensus. I evoke certain alternate and underexplored views on the topic from literary and culture studies. Scholars like Kwame Appiah, Patrick Hogan and Seyla Benhabib have articulated principles that include patterns of non-coercive ethical thinking emergent across diverse cultures, particularly the way minority cultures ethically respond to oppression. I argue that human rights practices may be fruitfully guided by the way minority cultures around the world evoke ethical universals to challenge violations. To develop this, I consider Amitav Ghosh’s novel Sea of Poppies that treats the issue of colonialism in South Asia during the 19th century. Ghosh foreshadows the arrival of human rights in two ways. He shows that a conception human rights has origins in Western colonialism, precisely in the colonial idea of civilizing mission. But more importantly, he demonstrates that ethical universals allow colonized characters in the novel to form cross-cultural solidarities that subvert colonialism through conceptions of universal human rights. This understanding of universality is largely missing in current human rights scholarship, with consequences that extend well beyond Ghosh’s novel.