Psychology in Education : Critical Theory~Practice / / edited by Tim Corcoran

• Pubblicazione: Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2014
• Edizione: 1st ed. 2014.
• Descrizione fisica: 1 online resource (215 p.)
• Disciplina: 370; 370.15
• Soggetto topico: Education; Education, general
• Persona (resp. second.): CorcoranTim
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references at the end of each chapters and index.
• Nota di contenuto: Preliminary Material / Tim Corcoran -- The Potential of Critical Educational Psychology Beyond its Meritocratic Past / Lise Bird Claiborne -- Education as Transformation / Isaac Prilleltensky -- Heterotopics / Tim Corcoran -- Neo-Foucaultian Approaches to Critical Inquiry in the Psychology of Education / Jeff Sugarman -- School Sucks! Deconstructing Taylorist Obsessions / Greg S. Goodman -- ‘What’s the Score’ with School Psychology / Christopher Boyle -- Challenges Educational Psychologists Face Working with Vulnerable Children in Africa / Jace Pillay -- Towards a Critical Relational Educational (School) Psychology / Tom Billington -- Solidarity, not Adjustment / Athanasios Marvakis and Ioanna Petritsi -- The Entanglement of Thinking and Learning Skills in Neoliberal Discourse / Stephen Vassallo -- Psychologism, Individualism and the Limiting of the Social Context in Educational Psychology / Jack Martin -- Transfromative Activist Stance for Education / Anna Stetsenko -- Index / Tim Corcoran.
• Sommario/riassunto: Psychology’s contribution to education has produced a persuasive and burgeoning literature willing to measure (e.g. intelligence quotients), categorise (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they learn. There is however increased acknowledgement that contemporary practice demands alternate ways of working. As learning communities and educators endeavour to make a difference in peoples’ lives, they are critically questioning how their use of psychology in education constitutes future possibilities for personhood and psychosocial action. In this book, a group of respected international scholars examine controversies presently facing the enduring relationship between psychology and education. The book will appeal to readers who are interested in the innovative development and application of psychological theories and practices in/to education. The book will be of interest to transnational audiences and is accessible to scholars and students in disciplines including psychology, education, sociology, social work, youth studies, public and allied health. The volume includes contributions from: Tom Billington, Christopher Boyle, Lise Bird Claiborne, Tim Corcoran, Greg Goodman, Jack Martin, Athanasios Marvakis and Ioanna Petritsi, Jace Pillay, Isaac Prilleltensky, Anna Stetsenko, Jeff Sugarman and Stephen Vassallo with a Foreword by Ben Bradley. Tim Corcoran is Senior Research Fellow and Senior Lecturer in Critical Psychology at The Victoria Institute, Victoria University, Melbourne, Australia. He has extensive experience in educational psychology both as a school psychologist and researcher/academic. His work has involved teaching, research and professional practice in Australia, the UK, Singapore and Iraq. .
• Titolo autorizzato: Psychology in Education
• ISBN: 94-6209-566-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910483443203321
• Lo trovi qui: Univ. Federico II
• Serie: Innovations and Controversies: Interrogating Educational Change