Critical Educational Psychology (eBook)

Antony J. Williams, Tom Billington, Dan Goodley, Tim Corcoran (Herausgeber)

eBook Download: PDF

2016 | 1. Auflage
256 Seiten
Wiley-Blackwell (Verlag)
978-1-118-97760-6 (ISBN)

Infos

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.

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). 

Inhalt

Critical Educational Psychology 3
Contents 7
Contributors 9
Introduction 13
EDUCATIONAL PSYCHOLOGY: TOWARDS A HUMAN SCIENCE 14
PSYCHOLOGY IN EDUCATION: BUILDING BLOCKS FOR RECONSTRUCTION 17
STRUCTURE OF THE BOOK 19
GETTING ON WITH IT 20
NOTES 20
REFERENCES 20
Part I Reflexive Foundationalism: Critical Psychological Resources 25
1 Psychology and Education: Unquestionable Goods 27
PREFACE 28
NOTES 37
REFERENCES 37
2 Ontological Constructionism 38
QUESTIONING ONTOLOGY 39
JUSTIFYING A RATIONALE 42
CONCLUSION 44
REFERENCES 45
3 What Use Is a Story? Narrative, in Practice 46
STORIES OF EXPERIENCE 47
Catharsis and poiesis: Emotional expression and meaning making 47
Interpretation of experience 48
Focus on language: The ‘linguistic turn’ 48
IDENTITY: KNOWING WHO WE ARE 50
WORKING WITH STORIES: DOING NARRATIVE PRACTICE 50
Acknowledging personal and social history 51
Deconstructing narratives: Externalisation and the nurturing of agency 51
Mapping the influence 52
Re-membering and re-authoring 53
CONCLUSION 53
REFERENCES 54
4 Post-Conventionalism: Towards a Productive Critical Educational Psychology 55
POST-CONVENTIONALIST STARTING POINTS 56
POST-CONVENTIONALISM AND CHILDREN’S EMBODIMENT 57
POST-CONVENTIONALISM, PEDAGOGY AND THE SCHOOL 59
CONCLUSIONS 62
REFERENCES 62
5 Psychoanalysis 64
INTRODUCTION 65
PSYCHOANALYTIC ASSUMPTIONS ABOUT SELF AND OTHERS 66
DEFENCE AGAINST ANXIETY 67
PROJECTION 68
Everyday example 1 68
TRANSFERENCE 68
View of transference outside an analytic relationship 69
COUNTERTRANSFERENCE 70
Everyday example 2 70
CONTAINMENT 70
NOTES 71
REFERENCES 71
Part II Ethics and Values in Practice 73
6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies 75
INTRODUCTION 76
WHAT IS CRITICAL EDUCATIONAL PSYCHOLOGY? 77
WHAT IS CRITICAL DISABILITY STUDIES? 77
CONNECTING THEMES 78
Against psychologisation and medicalisation 79
Challenging neoliberal education 80
Contesting interiority and emphasising exteriorities 82
Placing disabled/non-normative children at the centre of consideration 85
Illuminating and contesting developmentalism 86
CONCLUSIONS AND FUTURE CONNECTIONS 88
ACKNOWLEDGEMENT 88
REFERENCES 88
7 Thinking Critically About Professional Ethics 91
PROFESSIONAL CODES OF ETHICS AND CONDUCT 92
SO WHAT’S THE PROBLEM? 93
ETHICS AND POWER 94
ETHICAL DILEMMAS 96
SUMMARY 98
NOTE 98
REFERENCES 98
8 The Ethical Demand in an Impossible Profession 100
AN ETHICAL VOCABULARY FOR THE ‘EVERYDAY’ 101
TROUBLING EDUCATIONAL PSYCHOLOGY: ‘M’ 104
RESISTANCE IS NEVER FUTILE 105
Resisting by providing an alternative category/story 105
Resisting by not engaging 106
Unsaying by being a living contradiction 106
CONCLUSIONS 107
NOTE 108
REFERENCES 108
9 EP Becoming Phronimos: The Virtue of Phronêsis in Educational Psychology 111
INTRODUCING MARK, HIS FAMILY AND THE EP 112
CHAPTER SUMMARY 118
REFERENCES 118
10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise 120
A PHILOSOPHICAL STARTING POINT 121
INTERACTION 1 122
INTERACTION 1: TRAVERSING THE EXPERT NON-EXPERT BINARY 123
INTERACTION 2 124
INTERACTION 2: TRAVERSING THE EXPERT NON-EXPERT BINARY 125
INTERACTION 3 126
INTERACTION 3: TRAVERSING THE EXPERT NON-EXPERT BINARY 128
REFERENCES 129
11 Joining the Q: What Q Methodology Offers to a Critical Educational Psychology 130
Q IN BRIEF 131
Q AS AN ETHICAL METHODOLOGY 133
EXAMPLES FROM SHEFFIELD UNIVERSITY 134
ACKNOWLEDGEMENT 136
REFERENCES 136
12 Are We All Psychologists Now? 139
THE JOB PSYCHOLOGISTS DO 140
PSYCHOLOGY AS IDEOLOGY 141
FROM PSYCHOLOGY TO PSYCHOLOGISATION 144
NOTE 145
REFERENCES 145
Part III Putting Critical Psychological Resources to Work in Educational Psychology 147
13 Epidemic or Psychiatrisation? Children’s Mental Health in a Global Context 149
THE GLOBALISATION OF ADHD 150
THE SIDE EFFECTS OF PSYCHIATRISATION 152
PSYCHOTROPIC CHILDHOODS: ADHD EXAMINED 154
REFERENCES 155
14 The Teacher’s Role in Supporting Student Mental Health and Well-being 158
THE STUDY 159
REPERTOIRE 1: MENTAL HEALTH AS ILLNESS 160
REPERTOIRE 2: MENTAL HEALTH AS WELL-BEING 161
REPERTOIRE 3: MENTAL HEALTH AND BEHAVIOUR 162
CONTROL AND RESPONSIBILITY 162
DILEMMAS AND TENSIONS 163
LISTENING TO THE TEACHERS 165
IMPLICATIONS FOR PRACTICE 166
Policy makers 166
Supporting professionals 166
Schools and teachers 166
THE ROLE OF THE EDUCATIONAL PSYCHOLOGIST 166
REFERENCES 167
APPENDIX 168
15 Towards Restorative Justice 169
INTRODUCTION 170
DOMINANT DISCOURSES ON DIFFICULT BEHAVIOUR 170
Behaviourism 170
Zero tolerance 171
Concerns 172
RESTORATIVE JUSTICE 173
BRIDGING BETWEEN DISCOURSES 174
CONCLUSIONS 176
REFERENCES 176
16 Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents 179
MUSLIM COMMUNITIES IN THE UK 180
LIMITATIONS OF EDUCATIONAL PSYCHOLOGY 180
COMMONALITY AND DIVERSITY AMONG MUSLIM COMMUNITIES 181
ISLAMIC CONCEPT OF DISABILITY 181
Inner heart/emotional pain 182
IS A PSYCHOLOGICAL OFFER UNIVERSAL? 183
LANGUAGE 184
CHAPTER SUMMARY 185
REFERENCES 186
17 Gender, Non-normativity and Young Women who Have Been Excluded 188
GENDER, SYSTEMS AND STRUCTURES 189
SUBJECTIVE BEING AND THE LIVED BODY 190
STACEY’S EXPERIENCE 191
ONTOLOGICAL CONCERNS OF THE BODY 192
VOICE, CONTROL AND SILENCING 193
CONCLUSIONS 194
REFERENCES 194
18 A Mindful Educational Psychology Practice 196
A RADICAL APPROACH TO CONTINUING PROFESSIONAL DEVELOPMENT 197
WHAT IS MINDFULNESS? 198
Exercise 1: Sensations 199
Exercise 2: The breath 200
Exercise 3: Letting go 200
NARRATIVE APPROACH TO MINDFULNESS 200
FREEING FROM OPPRESSIVE DISCOURSES AND MANIFESTING VALUES 201
CONCLUSION 202
REFERENCES 202
19 Some Reflections on Educational Psychology Practice 204
CRITICAL ISSUES 206
WHAT ARE EDUCATIONAL PSYCHOLOGISTS DREAMING ABOUT? 207
WILL I STILL BE NEEDED TOMORROW? 208
CHAPTER SUMMARY 209
REFERENCES 210
20 Finding Attunement and Promoting Positive Attachments 212
EXAMPLES FROM EDUCATIONAL PSYCHOLOGY PRACTICE 213
TARGET, MONITORING AND EVALUATION IN VIG 216
VIGNETTE REFLECTIONS 218
CONCLUSION 219
NOTE 219
REFERENCES 220
21 Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology 221
SOCIAL THEATRE IN THE UK 222
ALICE IN NO-MAN’S LAND 224
SILENT ECHOES 226
EVIDENCE AND POLITICAL AGENDA 227
CONCLUSION 228
NOTE 228
REFERENCES 228
22 ‘Being’ Dyslexic in Higher Education: Reflections on Discourse and Identity 230
DYSLEXIA? WHAT IS IT, ANYWAY? 231
WHY DOES IT MATTER? 231
WHAT DIFFERENT WAYS OF ‘BEING’ DYSLEXIC ARE THERE? 232
WHY DO THESE DIFFERENT CONCEPTIONS OF DYSLEXIA MATTER? 233
DISCOURSE, BEING AND CHOICE 234
CHAPTER SUMMARY 235
Reflection 235
Reflective task 236
REFERENCES 236
23 A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience 238
EPISTEMOLOGICAL CHOICES 239
CRITICAL NEUROSCIENCE 241
JAMES’S ‘QUEST’ FOR THE ‘CONDITIONS’ 244
REFERENCES 244
Further Reading and Resources 247
Index 249
EULA 259

Produkt-Details

• Erscheint lt. Verlag: 18.10.2016
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Philosophie ► Allgemeines / Lexika
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Schlagworte: Bildungswesen • Child Psychology • Community Psychology • Constructionism • Disabilities • Disability Studies • discursive psychology • Education • Educational & School Psychology • Erziehung • Erziehungs- u. Schulpsychologie • ethical practice • Learning and Teaching • Learning Disabilities • Mental Health • Mindfulness • Narrative Psychology • Phenomenology • Philosophie • Philosophie der Bildung u. Erziehung • Philosophy • Philosophy of education • poststructuralism • Psychoanalysis • Psychologie • Psychology • School psychology • Schulpsychologe • Social Psychology • sotl
• ISBN-10: 1-118-97760-2 / 1118977602
• ISBN-13: 978-1-118-97760-6 / 9781118977606