Since the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling and democratic 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.

Since the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling and democratic 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.

Arguing that a comprehensive theoretical overhaul of mainstream educational psychology is long overdue, Rethinking Intelligence suggests criteria upon which new models can be developed. The contributors reconceptualize educational psychology through a democratic vision of inclusivity that takes into account the culturally inscribed nature of research. They offer a theoretical and historical critique of how intelligence is measured in ways that exclude or ignore other criteria. By doing so, they hope to encourage educators and researchers to imagine new forms of intelligence, education, and life.

Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.

The fourth edition of the Handbook of Educational Psychology, sponsored by Division 15 of the American Psychological Association, addresses new developments in educational psychology theory and research methods while honoring the legacy of the field’s past. Comprising 31 chapters written by a diverse group of recognized Educational Psychologist and/or Learning and Motivational Scientist (EDP/LMS) scholars, this volume provides integrative reviews and critical syntheses of inquiry across a variety of foundational and new areas. Key constructs like motivation, development, beliefs, literacy, and emotions are given substantive updates, while entire new chapters touch on trends that have materialized since the publication of the third edition, such as inquiry world views, Critical Race Theory, cognitive neuroscience, and emerging technologies in education. Throughout this new edition, chapter authors coalesce on issues of social justice, situated approaches to inquiry, and progressive inquiry methods. The Handbook of Educational Psychology, Fourth Edition, will be an important reference volume for current and future EDP/LMS scholars, broadly conceived, as well as for teacher educators, practicing teachers, policy makers, and the academic libraries serving these audiences. It is also appropriate for graduate-level courses in educational psychology, learning and motivational sciences, and research methods in education and psychology.

In the face of a world in crisis, Digitalization and Learning as a Worlding Practice: Why Dialogue Matters examines the significance of digital technologies in human learning. The book explores how learning is not just an internalization of knowledge but a problem- oriented activity of engaging with the world, a process of both meaning making and world making. It raises a pivotal question: how can digital technologies help to expand and enrich learning as a collaborative worlding practice? It discusses the importance of digital artifacts in shaping students’ learning experiences, discerning how they nourish meaningful engagement and where they pose a hindrance. The book also investigates the role of digitalization in transforming everyday life and learning activity of students, and how learners, teachers, and educators can approach these transformations critically and constructively. Based on an embodied, subject- and world- centered concept of learning, the book offers its readers a sophisticated understanding of the inner connection between digitalization and learning. This book will appeal to students and scholars in Psychology, Education, and Science and Technology Studies, as well as to anyone concerned with the implications of digital technology for the processes of human learning.

An increasing number of scholars, students and practitioners of psychology are becoming intrigued by the ideas of Gilles Deleuze and of Felix Guattari. This book aims to be a critical introduction to these ideas, which have so much to offer psychology in terms of new directions as well as critique. Deleuze was one of the most prominent philosophers of the 20th century and a figure whose ideas are increasingly influential throughout the humanities and social sciences. His work, particularly his collaborations with psychoanalyst Guattari, focused on the articulation of a philosophy of difference. Rejecting mainstream continental philosophy just as much as the orthodox analytical metaphysics of the English-speaking world, Deleuze proposed a positive and passionate alternative, bursting at the seams with new concepts and new transformations. This book overviews the philosophical contribution of Deleuze including the project he developed with Guattari. It goes on to explore the application of these ideas in three major dimensions of psychology: its unit of analysis, its method and its applications to the clinic. Deleuze and Psychology will be of interest to students and scholars of psychology and those interested in continental philosophy, as well as psychological practitioners and therapists.

This essential book questions the psychological construct of Internet Addiction by contextualizing it within the digital technological era. It proposes a critical psychology that investigates user subjectivity as a function of capitalism and imperialism, arguing against punitive models of digital excesses and critiquing the political economy of the Internet affecting all users. Friedman explores the limitations of individual-centered remediations exemplified in the psychology of internet addiction. Furthermore, Friedman outlines the self-creative actions of social media users, and the data processing that exploits them to urge psychologists to politicize rather than pathologize the effects of excessive net use. The book develops a notion of capitalist imperialism of the social web and studies this using the radical methods of philosopher Gilles Deleuze and psychoanalyst Félix Guattari. By synthesizing perspectives on digital life from sociology, economics, digital media theory, and technology studies for psychologists, this book will be of interest to academics and students in these areas, as well as psychologists and counselors interested in addressing Internet Addiction as a collective, societal ill.

This challenging book critically examines three forms of contemporary psychology, all displaying various signs of crisis, through analogy with humour associated with three different class perspectives: mainstream psychology; critical psychology; and postpsychology. By fusing the best of the three psychologies with political and cultural critiques, the book poses the question: what if class conflict and the crises of psychology are related? This is precisely the Gordian Knot which Fozooni tries to untangle. First, the author demonstrates how psychology has traditionally veered towards either an upper-class or a middle-class paradigm. With the demise of these two old paradigms a new understanding of psychology is gradually emerging - a postpsychology. Describing how ‘mainstream’ and ‘critical’ psychologies are undergoing late-life crisis, and ‘postpsychology’ is experiencing its birth pangs in an environment hostile to its existence, the book provides an alternative narrative of psychology. The author suggests that whilst all three forms of psychology have contributed to our self-comprehension, it is only postpsychology that possesses the attributes necessary for a global remaking of humanity. Tackling the discipline of psychology head-on, Fozooni pits against it a series of scathing yet tongue-in-cheek critiques, making this fascinating and provocative reading for all students and academics interested in psychology, as well as the general reader.

The methods developed by Freud and Marx have enabled a range of scholars to critically reflect upon the ideological underpinnings of modern and now postmodern or hypermodern western societies. In this intriguing book, the discipline of psychology itself is screened through the twin dynamics of Marxism and psychoanalysis. David Pavón-Cuéllar asks to what extent the terms, concerns and goals of psychology reflect, in fact, the dominant bourgeois ideology that has allowed it to flourish. The book charts a gradual psychologization within society and culture dating from the nineteenth century, and examines how the tacit ideals within mainstream psychology – creating good citizens or productive workers – sit uneasily against Marx and Freud’s ambitions of revealing fault-lines and contradictions within individualist and consumer-oriented structures. The positivist aspiration of psychology to become a natural science has been the source of extensive debate, critical voices asserting the social and cultural contexts through which the human mind and behaviour should be understood. This challenging new book provides another voice that, in addressing two of the most influential intellectual traditions of the past 150 years, widens the debate still further to examine the foundations of psychology.