Educational psychology : disrupting the dominant discourse
Author(s)
Bibliographic Information
Educational psychology : disrupting the dominant discourse
（Counterpoints : studies in the postmodern theory of education, v. 95）
P. Lang, c2003
- : pbk
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Note
Includes bibliographical references (p. [153]-166) and index
Description and Table of Contents
Description
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien. 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.
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