Psychology in Education Critical Theory Practice 1st edition by Tim Corcoran 9789462095663 9462095663
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Authors:Tim Corcoran , Series:Psychology [99] , Tags:Education / General , Author sort:Corcoran, Tim , Languages:Languages:eng , Published:Published:Apr 2014 , Publisher:Springer , Comments:Comments: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.
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ISBN 10:9462095663
ISBN 13:9789462095663
Author:Tim Corcoran
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 andIraq.
Psychology in Education Critical Theory Practice 1st Table of contents:
1. THE POTENTIAL OF CRITICAL EDUCATIONAL PSYCHOLOGY BEYOND ITS MERITOCRATIC PAST
INTRODUCTION
RECENT MOVES HELPFUL FOR THE PROJECT OF CEP
Distributed cognition
Critical work against national standards movements
Attributing success to personal ability or effort
Interlude one: Trying out the ability/effort problem with students
Lay theories about the self
Interlude two: Tertiary students respond to notions of ability in educational psychology
NEW IDEAS ABOUT ABILITY FROM DISABILITY STUDIES
BEYOND ABILITY VERSUS DISABILITY: THE RADICAL EDGE OF EMBODIMENT AND SUBJECTIVITIES
Exploring the future of educational psychology practice in an era of new biotechnological enhancemen
FINAL THOUGHTS ON CEP BEYOND MERITOCRACY
NOTES
REFERENCES
AFFILIATION
2. EDUCATION AS TRANSFORMATION: Why and How
INTRODUCTION
WHY SHOULD EDUCATION BE TRANSFORMATIVE?
The Place of Wellness in Education
The Place of Fairness in Education
HOW SHOULD EDUCATION TRANSFORM LIVES?
Competence
Engagement
EDUCATIONAL PARADIGMS
THE ROLE OF PSYCHOLOGY IN EDUCATION AS TRANSFORMATION
CONCLUSION
REFERENCES
AFFILIATION
3. HETEROTOPICS: Learning as Second Nature
INTRODUCTION
AT ONCE UNIVERSAL AND LOCAL
FOUCAULT’S HETEROTOPIA
BETWEEN FIRST AND SECOND NATURE
HETEROTOPICS AND LEARNING
ORIENTING TO THIRDNESS
CONCLUSION
REFERENCES
AFFILIATION
4. NEO-FOUCAULTIAN APPROACHES TO CRITICAL INQUIRY IN THE PSYCHOLOGY OF EDUCATION
IAN HACKING: MAKING UP PEOPLE
ROSE: THE PSY HYPOTHESIS
FOUCAULT, HACKING, ROSE, AND AGENCY
THE NEED FOR CRITICAL APPROACHES TO EDUCATIONAL PSYCHOLOGY
THE PSYCHOLOGY OF EDUCATING PERSONS
NOTES
REFERENCES
AFFILIATION
5. SCHOOL SUCKS! DECONSTRUCTING TAYLORIST OBSESSIONS
INTRODUCTION
SEARCHING FOR AN ANSWER
REFERENCES
AFFILIATION
6. ‘WHAT’S THE SCORE’ WITH SCHOOLPSYCHOLOGY: Do we carry on regardless or is there any added v
INTRODUCTION
WHAT IS SCHOOL PSYCHOLOGY?
The State of Psychometrics
Case for Casework
EDUCATIONAL PSYCHOLOGY IN THE MARKETPLACE
Street Level Psychology
LABELLING AND CATEGORISATION
Positive Outlook
CONCLUSION
NOTE
REFERENCES
AFFILIATION
7. CHALLENGES EDUCATIONAL PSYCHOLOGISTS FACE WORKING WITH VULNERABLE CHILDREN IN AFRICA: Integration
INTRODUCTION
Educational psychology in an African context
THEORETICAL CHALLENGES
Maslow’s hierarchy of needs
Erik Erikson’s theory of psychosocial development
Kohlberg’s theory of moral development
Critical Theory
Bio- ecological systems theory
Social Ontogenesis theory
CHALLENGES FACING PRACTICE
INTEGRATION OF THEORY AND PRACTICE
CONCLUSIONS
REFERENCES
ACKNOWLEDGEMENT
AFFILIATION
8. TOWARDS A CRITICAL RELATIONAL EDUCATIONAL (SCHOOL) PSYCHOLOGY: Clinical encounters
INTRODUCTION
PROFESSIONAL PRACTICE – OF HOPE AND DOUBT
PROFESSIONAL PRACTICE AND THE SCIENCE OF DEFICIT
OF MENTAL SPACE
RELATIONAL SPACE
‘RELATIONAL BEING’ (GERGEN, 2008)
SOME CONCLUSIONS
REFERENCES
AFFILIATION
9. SOLIDARITY, NOT ADJUSTMENT: Activism learning as (self-)transformation
INSTEAD OF AN INTRODUCTION: OUR BACKGROUND
COMPLICIT CONFINEMENT OF LEARNING IN DOMINANT THEORY AND PRACTICE
LEARNING BEYOND THE SCHOOLING MODE – THE AUTONOMY OF LEARNING
Social Movement Learning
LEARNING (IN) SOLIDARITY
NOTES
REFERENCES
AFFILIATIONS
10. THE ENTANGLEMENT OF THINKING AND LEARNING SKILLS IN NEOLIBERAL DISCOURSE: Self, Self-Regulated L
INTRODUCTION
THINKING AND LEARNING SKILLS
NEOLIBERALISM: A STORY FOR THE 21ST CENTURY
Occupational Conditions
21st Century Competencies and Self-Regulated Learning
Modern Classrooms for the Modern World
SELFHOOD: THE BELLY OF THE BEAST
Neoliberal Selfhood
The Good Learner and Thinker as the Good Worker/Student
Disciplining Individualism
CRITICAL PSYCHOLOGY AND SELFHOOD
CONCLUSION
REFERENCES
AFFILIATION
11. PSYCHOLOGISM, INDIVIDUALISM AND THE LIMITING OF THE SOCIAL CONTEXT IN EDUCATIONAL PSYCHOLOGY
INTRODUCTION
MEASUREMENT?
PSYCHOLOGISM
WHY MANY OF THE FINDINGS OF EDUCATIONAL PSYCHOLOGISTS DO NOT APPLY TO INDIVIDUAL STUDENTS
THE METAPHYSICS OF INDIVIDUALISM
THE CASE OF AMERICAN INDIVIDUALISM
CONCLUSION: RECLAIMING THE SOCIAL, CULTURAL CONSTITUTION AND MAINTENANCE OF PERSONHOOD
NOTES
REFERENCES
AFFILIATION
12. TRANSFROMATIVE ACTIVIST STANCE FOR EDUCATION: The challenge of inventing the future in moving be
INTRODUCTION
THE PRESENT LANDSCAPE IN CRITICAL SCHOLARSHIP
THEORIZING THE FUTURE IN TRANSFROMATIVE ACTIVIST STANCE
EDUCATIONAL IMPLICATIONS AND CONCLUSIONS
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