Corcoran Psychology in Education

Critical Theory~Practice
1. Auflage 2014
ISBN: 978-94-6209-566-3
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 215 Seiten

Reihe: Innovations and Controversies: Interrogating Educational Change

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. 

Autoren/Hrsg.

Corcoran, Tim

Inhaltsverzeichnis

1;TABLE OF CONTENTS;8
2;FOREWORD;10
2.1;NOTES;13
3;INTRODUCTION;16
3.1;NOTES;19
3.2;REFERENCES;19
4;1. THE POTENTIAL OF CRITICAL EDUCATIONAL PSYCHOLOGY BEYOND ITS MERITOCRATIC PAST;22
4.1;INTRODUCTION;22
4.2;RECENT MOVES HELPFUL FOR THE PROJECT OF CEP;23
4.2.1;Distributed cognition;23
4.2.2;Critical work against national standards movements;23
4.2.3;Attributing success to personal ability or effort;24
4.2.4;Interlude one: Trying out the ability/effort problem with students;24
4.2.5;Lay theories about the self;25
4.2.6;Interlude two: Tertiary students respond to notions of ability in educational psychology;27
4.3;NEW IDEAS ABOUT ABILITY FROM DISABILITY STUDIES;28
4.4;BEYOND ABILITY VERSUS DISABILITY: THE RADICAL EDGE OF EMBODIMENT AND SUBJECTIVITIES;30
4.4.1;Exploring the future of educational psychology practice in an era of new biotechnological enhancements;31
4.5;FINAL THOUGHTS ON CEP BEYOND MERITOCRACY;35
4.6;NOTES;35
4.7;REFERENCES;35
4.8;AFFILIATION;37
5;2. EDUCATION AS TRANSFORMATION: Why and How;38
5.1;INTRODUCTION;38
5.2;WHY SHOULD EDUCATION BE TRANSFORMATIVE?;39
5.2.1;The Place of Wellness in Education;39
5.2.2;The Place of Fairness in Education;42
5.3;HOW SHOULD EDUCATION TRANSFORM LIVES?;44
5.3.1;Competence;44
5.3.2;Engagement;45
5.4;EDUCATIONAL PARADIGMS;47
5.5;THE ROLE OF PSYCHOLOGY IN EDUCATION AS TRANSFORMATION;52
5.6;CONCLUSION;54
5.7;REFERENCES;54
5.8;AFFILIATION;56
6;3. HETEROTOPICS: Learning as Second Nature;57
6.1;INTRODUCTION;57
6.2;AT ONCE UNIVERSAL AND LOCAL;58
6.3;FOUCAULT’S HETEROTOPIA;60
6.4;BETWEEN FIRST AND SECOND NATURE;61
6.5;HETEROTOPICS AND LEARNING;65
6.6;ORIENTING TO THIRDNESS;67
6.7;CONCLUSION;70
6.8;REFERENCES;70
6.9;AFFILIATION;72
7;4. NEO-FOUCAULTIAN APPROACHES TO CRITICAL INQUIRY IN THE PSYCHOLOGY OF EDUCATION;73
7.1;IAN HACKING: MAKING UP PEOPLE;73
7.2;ROSE: THE PSY HYPOTHESIS;76
7.3;FOUCAULT, HACKING, ROSE, AND AGENCY;80
7.4;THE NEED FOR CRITICAL APPROACHES TO EDUCATIONAL PSYCHOLOGY;84
7.5;THE PSYCHOLOGY OF EDUCATING PERSONS;85
7.6;NOTES;87
7.7;REFERENCES;88
7.8;AFFILIATION;89
8;5. SCHOOL SUCKS! DECONSTRUCTING TAYLORIST OBSESSIONS;90
8.1;INTRODUCTION;90
8.2;SEARCHING FOR AN ANSWER;91
8.3;REFERENCES;99
8.4;AFFILIATION;100
9;6. ‘WHAT’S THE SCORE’ WITH SCHOOLPSYCHOLOGY: Do we carry on regardless or is there any added value?;101
9.1;INTRODUCTION;101
9.2;WHAT IS SCHOOL PSYCHOLOGY?;102
9.2.1;The State of Psychometrics;103
9.2.2;Case for Casework;106
9.3;EDUCATIONAL PSYCHOLOGY IN THE MARKETPLACE;106
9.3.1;Street Level Psychology;107
9.4;LABELLING AND CATEGORISATION;108
9.4.1;Positive Outlook;110
9.5;CONCLUSION;110
9.6;NOTE;110
9.7;REFERENCES;111
9.8;AFFILIATION;112
10;7. CHALLENGES EDUCATIONAL PSYCHOLOGISTS FACE WORKING WITH VULNERABLE CHILDREN IN AFRICA: Integration of theory and practice;113
10.1;INTRODUCTION;113
10.1.1;Educational psychology in an African context;113
10.2;THEORETICAL CHALLENGES;115
10.2.1;Maslow’s hierarchy of needs;116
10.2.2;Erik Erikson’s theory of psychosocial development;116
10.2.3;Kohlberg’s theory of moral development;117
10.2.4;Critical Theory;118
10.2.5;Bio- ecological systems theory;118
10.2.6;Social Ontogenesis theory;118
10.3;CHALLENGES FACING PRACTICE;119
10.4;INTEGRATION OF THEORY AND PRACTICE;122
10.5;CONCLUSIONS;124
10.6;REFERENCES;125
10.7;ACKNOWLEDGEMENT;129
10.8;AFFILIATION;129
11;8. TOWARDS A CRITICAL RELATIONAL EDUCATIONAL (SCHOOL) PSYCHOLOGY: Clinical encounters;130
11.1;INTRODUCTION;130
11.2;PROFESSIONAL PRACTICE – OF HOPE AND DOUBT;131
11.3;PROFESSIONAL PRACTICE AND THE SCIENCE OF DEFICIT;133
11.4;OF MENTAL SPACE;136
11.5;RELATIONAL SPACE;138
11.6;‘RELATIONAL BEING’ (GERGEN, 2008);140
11.7;SOME CONCLUSIONS;142
11.8;REFERENCES;143
11.9;AFFILIATION;145
12;9. SOLIDARITY, NOT ADJUSTMENT: Activism learning as (self-)transformation;146
12.1;INSTEAD OF AN INTRODUCTION: OUR BACKGROUND;146
12.2;COMPLICIT CONFINEMENT OF LEARNING IN DOMINANT THEORY AND PRACTICE;147
12.3;LEARNING BEYOND THE SCHOOLING MODE - THE AUTONOMY OF LEARNING;152
12.3.1;Social Movement Learning;153
12.4;LEARNING (IN) SOLIDARITY;155
12.5;NOTES;158
12.6;REFERENCES;159
12.7;AFFILIATIONS;160
13;10. THE ENTANGLEMENT OF THINKING AND LEARNING SKILLS IN NEOLIBERAL DISCOURSE: Self, Self-Regulated Learning, and 21st Century Competencies;161
13.1;INTRODUCTION;161
13.2;THINKING AND LEARNING SKILLS;162
13.3;NEOLIBERALISM: A STORY FOR THE 21ST CENTURY;164
13.3.1;Occupational Conditions;165
13.3.2;21st Century Competencies and Self-Regulated Learning;166
13.3.3;Modern Classrooms for the Modern World;168
13.4;SELFHOOD: THE BELLY OF THE BEAST;169
13.4.1;Neoliberal Selfhood;170
13.4.2;The Good Learner and Thinker as the Good Worker/Student;172
13.4.3;Disciplining Individualism;173
13.5;CRITICAL PSYCHOLOGY AND SELFHOOD;174
13.6;CONCLUSION;177
13.7;REFERENCES;178
13.8;AFFILIATION;181
14;11. PSYCHOLOGISM, INDIVIDUALISM AND THE LIMITING OF THE SOCIAL CONTEXT IN EDUCATIONAL PSYCHOLOGY;182
14.1;INTRODUCTION;182
14.2;MEASUREMENT?;183
14.3;PSYCHOLOGISM;184
14.4;WHY MANY OF THE FINDINGS OF EDUCATIONAL PSYCHOLOGISTS DO NOT APPLY TO INDIVIDUAL STUDENTS;186
14.5;THE METAPHYSICS OF INDIVIDUALISM;188
14.6;THE CASE OF AMERICAN INDIVIDUALISM;190
14.7;CONCLUSION: RECLAIMING THE SOCIAL, CULTURAL CONSTITUTION AND MAINTENANCE OF PERSONHOOD;192
14.8;NOTES;193
14.9;REFERENCES;194
14.10;AFFILIATION;195
15;12. TRANSFROMATIVE ACTIVIST STANCE FOR EDUCATION: The challenge of inventing the future in moving beyond the status quo;196
15.1;INTRODUCTION;196
15.2;THE PRESENT LANDSCAPE IN CRITICAL SCHOLARSHIP;198
15.3;THEORIZING THE FUTURE IN TRANSFROMATIVE ACTIVIST STANCE;204
15.4;EDUCATIONAL IMPLICATIONS AND CONCLUSIONS;209
15.5;REFERENCES;212
15.6;AFFILIATION;213
16;INDEX;214