ABSTRACT
It is important to understand the interplay between cultural accounts of emotional problems and political responses to them because culture and education offer particular accounts about the nature of human potential, about who we are as human beings and what we are, or are not, capable of. Policy connects cultural perspectives to practice and shapes the ways in which individuals construct themselves as subjects and citizen by attributing various roles, categories and status to people. Yet, people often have little awareness of how this happens, nor little control over the subtle and complex processes it involves (Shore and Wright 2005: 4).
