Efnisyfirlit

• TABLE OF CONTENTS
• FOREWORD
• NOTES
• INTRODUCTION
• NOTES
• REFERENCES
• 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
• REFERENCES
• AFFILIATION
• INDEX