Psychologized Language in Education

Denaturalizing a Regime of Truth
1. Auflage 2018
ISBN: 978-1-137-54936-5
Verlag: Palgrave Macmillan US

Buch, Englisch, 212 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 3947 g

Focuses on the ways that normative language/vocabulary use works to shape students’ and teachers’ perceptions of identity and difference

Challenges educators to use theory, language, and concepts to think and act differently 

Chapters contain dialogue between the King and the Slave who debate lively various contentious issues raised in the book

Zielgruppe

Research

Autoren/Hrsg.

Zembylas, Michalinos

Bekerman, Zvi

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

1. Introduction.- 2. Schooling in the Western World.- 3. Dualisms.- 4. Mind Blowing-Blowing Mind.- 5. Individuate, Divide and Reign.- 6. The Self (Intensive Adjective or Being) Authentic, Hiding or Material?.- 7. Identity.- 8. Emotion, Emotional Intelligence and Motivation.- 9. Culture, a Modern Cage?.- 10. Making Sense of Language.- 11. Meaning not exact.- 12. The Psychologized Approach Reviewed.- 13. The Materialist Critique.- 14. Learning/Knowledge and Schooling.- 15. Abandoning Our Fixation with the Individual Mind: The Path beyond Psychologized Language.- 16. The Work of Learning, the Learning of Work.- 17. Conclusion.

Über Autor(innen)

Zvi Bekerman is Senior Lecturer in the School of Education at The Hebrew University of Jerusalem, Israel. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. 
Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He has written extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human rights education, and citizenship education.