Rethinking Education through Critical Psychology

Cooperative schools, social justice and voice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Health & Well Being, Psychology, Applied Psychology
Cover of the book Rethinking Education through Critical Psychology by Gail Davidge, Taylor and Francis
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Author: Gail Davidge ISBN: 9781317384311
Publisher: Taylor and Francis Publication: September 19, 2016
Imprint: Routledge Language: English
Author: Gail Davidge
ISBN: 9781317384311
Publisher: Taylor and Francis
Publication: September 19, 2016
Imprint: Routledge
Language: English

Since the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling anddemocratic subjectivity remain unexplored. This ground breaking book considers the role of ‘voice’ in co-operative schooling and its place in radical research, offering an original, critical analysis of an alternative model of ‘co-operative’ schooling set within the context of the contemporary public education sector in England. Drawing on post structural theory and critical ethnographic research, the author explores how this model might offer new ways of thinking about what education is for and who stands to benefit or lose when schools adopt co-operative ways of working together across the structures of governance, pedagogy and curriculum. The book considers how participatory ways of working in education might inform a more critical educational psychology that takes engendering equality and collective well-being as an alternative starting point to measuring individual achievement and cognitive development.

This text will appeal to advanced level undergraduate and postgraduate students, researchers and practitioners, particularly in the field of psychology, education, politics and social research, with an interest in developing a critical appreciation of inequalities in education and in reimagining the possibilities for change.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Since the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling anddemocratic subjectivity remain unexplored. This ground breaking book considers the role of ‘voice’ in co-operative schooling and its place in radical research, offering an original, critical analysis of an alternative model of ‘co-operative’ schooling set within the context of the contemporary public education sector in England. Drawing on post structural theory and critical ethnographic research, the author explores how this model might offer new ways of thinking about what education is for and who stands to benefit or lose when schools adopt co-operative ways of working together across the structures of governance, pedagogy and curriculum. The book considers how participatory ways of working in education might inform a more critical educational psychology that takes engendering equality and collective well-being as an alternative starting point to measuring individual achievement and cognitive development.

This text will appeal to advanced level undergraduate and postgraduate students, researchers and practitioners, particularly in the field of psychology, education, politics and social research, with an interest in developing a critical appreciation of inequalities in education and in reimagining the possibilities for change.

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