Educational Psychology: Disrupting the Dominant Discourse
The work presented in this book represents a shift in thinking about the discipline of educational psychology. Traditionally, a discipline is considered to be a neutral, objective, scientifically validated body of knowledge. A critical reading of the discipline's discourse, however, reveals how the discipline's -truth- is embedded in social, political, and cultural contexts. When these influences are recognized, the commonsense, taken-for-granted, and often oppressive concepts and practices of the discipline can be questioned and critiqued. This critical perspective encourages a more rigorous examination of the discipline of educational psychology for pre-service and in-service teachers. This book joins other critical educational studies in calling for a liberating praxis for teachers, and a more emancipatory educational experience for their students."
What people are saying - Write a review
We haven't found any reviews in the usual places.
Multiple Readings of the Discipline of Educational Psychology
8 other sections not shown
ability grouping accepted activity become behavior Carr & Kemmis chapter Cherryholmes classroom management concepts considered contexts Critical discourse analysis critical pedagogy critique cultural Dijk disci discipline of educational discipline's discourse discourse of educational discussed dominant discourse Dreyfus & Rabinow educa educational psy educational psychology educational research effects emphasis added epistemology example explains feminist focus Foucault Freire Gage & Berliner Gage and Berliner Gergen Giroux heteroglossia historical ideology important individual intelligence interrogate intertextually issues Kincheloe knowl knowledge claims Lashgari learning mainstream discourse meaning meaning-making system Mensh modern neutral norm normal normal distribution objective panopticon particular perspective pline political position positivist possible postmodern poststructuralist power and knowledge power relations power-knowledge practices presented problematic production questions reading recognized regarding relationship scientific scientific method social construction society subjects teachers teaching technical rationality tests textbooks theory tion tional psychology tive understanding Usher & Edwards Woolfolk