UID:
almahu_9949703258802882
Format:
1 online resource
ISBN:
9789462095663
Series Statement:
Innovations and Controversies: Interrogating Educational Change ; 1
Content:
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 difficulties) 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.
Note:
Preliminary Material /
Additional Edition:
Print version: Psychology in Education: Critical Theory~Practice, Leiden Boston : Brill | Sense, 2014
Language:
English
