{"product_id":"critical-educational-psychology-isbn-9781118975947","title":"Critical Educational Psychology","description":"\u003cp\u003eThe first textbook of its kind, \u003ci\u003e\u003cb\u003eCritical Educational Psychology\u003c\/b\u003e\u003c\/i\u003e is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice.\u003c\/p\u003e \u003cp\u003eList of Contributors vii\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003cbr\u003e\u003ci\u003eTom Billington, Antony Williams, Dan Goodley and Tim Corcoran\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Reflexive Foundationalism: Critical Psychological Resources 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1 Psychology and Education: Unquestionable Goods 15\u003cbr\u003e\u003ci\u003eAnsgar Allen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 2 Ontological Constructionism 26\u003cbr\u003e\u003ci\u003eTim Corcoran\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 3 What Use is a Story? Narrative, in Practice 34\u003cbr\u003e\u003ci\u003ePenny Fogg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 4 Post-Conventionalism: Towards a Productive Critical Educational Psychology 43\u003cbr\u003e\u003ci\u003eDan Goodley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 5 Psychoanalysis 52\u003cbr\u003e\u003ci\u003eAntony Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Ethics and Values in Practice 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies 63\u003cbr\u003e\u003ci\u003eDan Goodley and Tom Billington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 7 Thinking Critically About Professional Ethics 79\u003cbr\u003e\u003ci\u003ePat Bennett\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 8 The Ethical Demand in an Impossible Profession 88\u003cbr\u003e\u003ci\u003eNiall Devlin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 9 EP Becoming \u003ci\u003ePhronimos\u003c\/i\u003e: The Virtue of \u003ci\u003ePhronêsis \u003c\/i\u003ein Educational Psychology 99\u003cbr\u003e\u003ci\u003eDaniela Mercieca and Duncan P. Mercieca\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise 108\u003cbr\u003e\u003ci\u003eCatherine Beal\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 11 Joining the Q: What Q Methodology Offers to a Critical Educational Psychology 118\u003cbr\u003e\u003ci\u003eMartin Hughes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 12 Are We All Psychologists Now? 127\u003cbr\u003e\u003ci\u003eAntony Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Putting Critical Psychological Resources to Work in Educational Psychology 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 13 Epidemic or Psychiatrisation? Children's Mental Health in a Global Context 137\u003cbr\u003e\u003ci\u003eChina Mills\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 14 The Teacher's Role in Supporting Student Mental Health and Well-being 146\u003cbr\u003e\u003ci\u003eHelen Monkman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 15 Towards Restorative Justice 157\u003cbr\u003e\u003ci\u003eVictoria Harold\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 16 Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents 167\u003cbr\u003e\u003ci\u003eSamana Saxton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 17 Gender, Non-normativity and Young Women who Have Been Excluded 176\u003cbr\u003e\u003ci\u003eDawn Bradley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 18 A Mindful Educational Psychology Practice 184\u003cbr\u003e\u003ci\u003eSahaja Davis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 19 Some Reflections on Educational Psychology Practice 192\u003cbr\u003e\u003ci\u003eMajid Khoshkhoo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 20 Finding Attunement and Promoting Positive Attachments 200\u003cbr\u003e\u003ci\u003eKathryn Pomerantz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 21 Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology 209\u003cbr\u003e\u003ci\u003eNick Hammond\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 22 'Being' Dyslexic in Higher Education: Reflections on Discourse and Identity 218\u003cbr\u003e\u003ci\u003eHarriet Cameron\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 23 A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience 226\u003cbr\u003e\u003ci\u003eTom Billington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFurther Reading and Resources 235\u003c\/p\u003e \u003cp\u003eIndex 237\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAntony Williams\u003c\/b\u003e 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.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTom Billington\u003c\/b\u003e 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 \u003ci\u003eWorking with Children: Assessment, Representation, and Intervention\u003c\/i\u003e (2006), \u003ci\u003eChildren at the Margins: Supporting Children, Supporting Schools\u003c\/i\u003e (2004), and \u003ci\u003eSeparating, Losing, and Excluding Children: Narratives of Difference \u003c\/i\u003e(2000).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDan Goodley\u003c\/b\u003e 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, \u003ci\u003eDis\/ability Studies: Theorising Disablism and Ableism\u003c\/i\u003e (2014), \u003ci\u003eDisability and Social Theory\u003c\/i\u003e (2012), and \u003ci\u003eDisability Studies: An Inter-disciplinary Introduction\u003c\/i\u003e (2011).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTim Corcoran\u003c\/b\u003e 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 \u003ci\u003ePsychology in education: Critical theory-practice \u003c\/i\u003e(2014), an international collection of contributions examining critical approaches to educational psychology. More recently he co-edited \u003ci\u003eDisability studies: Educating for inclusion \u003c\/i\u003e(2015).\u003c\/p\u003e \u003cp\u003eThe first textbook of its kind, \u003ci\u003eCritical Educational Psychology\u003c\/i\u003e is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice. Written by practitioners engaged in theory, this text uses a broad range of theoretical resources from outside mainstream psychology to examine issues at the forefront of educational psychology. The chapters discuss the role of education, the relationship between teaching and learning, the impact of gender, faith and ethics in educational settings, the construction of rich learning environments, and notions of normalcy, difference, and disability. Contributors employ phenomenology, poststructuralism, psychoanalysis, discursive psychology, social constructionism, narrative psychology, disability studies theory, among other theoretical resources.\u003c\/p\u003e \u003cp\u003eThis serves as a foundational text for trainees in educational and school psychology as well as an essential resource for those practicing and researching in those fields and related ones across psychology and education. Students will benefit from pedagogical features, such as discussion points, mini exercises, essay questions, key terminology, theoretical starting points, and further readings. By calling into question and reconceptualizing traditional models, this text illuminates an exciting new frontier in educational psychology.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989006270693,"sku":"NP9781118975947","price":47.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118975947.jpg?v=1761782405","url":"https:\/\/k12savings.com\/es\/products\/critical-educational-psychology-isbn-9781118975947","provider":"K12savings","version":"1.0","type":"link"}