Details

Critical Educational Psychology

1. Aufl.

von: Antony J. Williams, Tom Billington, Dan Goodley, Tim Corcoran
34,99 €
Verlag:	Wiley-Blackwell
Format:	PDF
Veröffentl.:	18.10.2016
ISBN/EAN:	9781118977606
Sprache:	englisch
Anzahl Seiten:	256

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Beschreibungen

Titelbeschreibung

The first textbook of its kind, Critical Educational Psychology is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice.

Inhaltsverzeichnis

List of Contributors vii Introduction 1 Tom Billington, Antony Williams, Dan Goodley and Tim Corcoran Part I Reflexive Foundationalism: Critical Psychological Resources 13 Chapter 1 Psychology and Education: Unquestionable Goods 15 Ansgar Allen Chapter 2 Ontological Constructionism 26 Tim Corcoran Chapter 3 What Use is a Story? Narrative, in Practice 34 Penny Fogg Chapter 4 Post-Conventionalism: Towards a Productive Critical Educational Psychology 43 Dan Goodley Chapter 5 Psychoanalysis 52 Antony Williams Part II Ethics and Values in Practice 61 Chapter 6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies 63 Dan Goodley and Tom Billington Chapter 7 Thinking Critically About Professional Ethics 79 Pat Bennett Chapter 8 The Ethical Demand in an Impossible Profession 88 Niall Devlin Chapter 9 EP Becoming Phronimos: The Virtue of Phronêsis in Educational Psychology 99 Daniela Mercieca and Duncan P. Mercieca Chapter 10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise 108 Catherine Beal Chapter 11 Joining the Q: What Q Methodology Offers to a Critical Educational Psychology 118 Martin Hughes Chapter 12 Are We All Psychologists Now? 127 Antony Williams Part III Putting Critical Psychological Resources to Work in Educational Psychology 135 Chapter 13 Epidemic or Psychiatrisation? Children's Mental Health in a Global Context 137 China Mills Chapter 14 The Teacher's Role in Supporting Student Mental Health and Well-being 146 Helen Monkman Chapter 15 Towards Restorative Justice 157 Victoria Harold Chapter 16 Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents 167 Samana Saxton Chapter 17 Gender, Non-normativity and Young Women who Have Been Excluded 176 Dawn Bradley Chapter 18 A Mindful Educational Psychology Practice 184 Sahaja Davis Chapter 19 Some Reflections on Educational Psychology Practice 192 Majid Khoshkhoo Chapter 20 Finding Attunement and Promoting Positive Attachments 200 Kathryn Pomerantz Chapter 21 Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology 209 Nick Hammond Chapter 22 'Being' Dyslexic in Higher Education: Reflections on Discourse and Identity 218 Harriet Cameron Chapter 23 A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience 226 Tom Billington Further Reading and Resources 235 Index 237

Autorenportrait

Antony Williams is the Academic Director for the Doctorate in Educational and Child Psychology at the School of Education at the University of Sheffield, UK. He also works as a practicing educational psychologist. His research interests are focused in the area of subjectivity and intersubjectivity, with a particular interest in how psychoanalytic concepts and theory may inform as well as potentially disturb psychological practice. Tom Billington is Professor of Educational and Child Psychology at the School of Education at the University of Sheffield, UK. A critical psychologist, practitioner and academic, his research focuses on the nature of psychological work conducted with young people and the theoretical bases upon which practice is justified, in particular in the fields of autism and child protection, utilizing qualitative research methodologies, primarily discourse analytic, psychodynamic and narrative approaches. His books include Working with Children: Assessment, Representation, and Intervention (2006), Children at the Margins: Supporting Children, Supporting Schools (2004), and Separating, Losing, and Excluding Children: Narratives of Difference (2000). Dan Goodley is Professor of Disability Studies and Education at the School of Education at the University of Sheffield, UK. He directs the Masters in Psychology and Education, and teaches in the Doctorate of Education and the undergraduate Education, Culture and Childhood programs. His research interests include critical disability studies, critical psychological and sociological theory, and non-normative childhoods. He is the author or editor of many books in the field, including, most recently, Dis/ability Studies: Theorising Disablism and Ableism (2014), Disability and Social Theory (2012), and Disability Studies: An Inter-disciplinary Introduction (2011). 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 as a school psychologist and researcher/academic. His work has involved teaching, research and professional practice in Australia, the UK, Singapore and Iraq. He edited Psychology in education: Critical theory-practice (2014), an international collection of contributions examining critical approaches to educational psychology. More recently he co-edited Disability studies: Educating for inclusion (2015).

Back cover copy

The first textbook of its kind, Critical Educational Psychology is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice. Written by practitioners engaged in theory, this text uses a broad range of theoretical resources from outside mainstream psychology to examine issues at the forefront of educational psychology. The chapters discuss the role of education, the relationship between teaching and learning, the impact of gender, faith and ethics in educational settings, the construction of rich learning environments, and notions of normalcy, difference, and disability. Contributors employ phenomenology, poststructuralism, psychoanalysis, discursive psychology, social constructionism, narrative psychology, disability studies theory, among other theoretical resources. This serves as a foundational text for trainees in educational and school psychology as well as an essential resource for those practicing and researching in those fields and related ones across psychology and education. Students will benefit from pedagogical features, such as discussion points, mini exercises, essay questions, key terminology, theoretical starting points, and further readings. By calling into question and reconceptualizing traditional models, this text illuminates an exciting new frontier in educational psychology.