rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Interrupting the Psy-Disciplines in Education
  name:
    name part: Bendix Petersen, Eva.
    role:
      role term: editor.
  name:
    name part: Millei, Zsuzsa.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: xxk
    date issued: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XIII, 225 p. 4 illus. in color. online resource.
  abstract: This book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, both regulating and shaping behaviour and morality. The book provides insight into different educational contexts and concerns across a child’s educational lifespan; early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice. With chapters by a mixture of established and emerging international scholars in the field this is an interdisciplinary and authoritative study into the role of the psy-disciplines in the education system. Providing vivid illustrations from throughout the educational lifespan the book serves as an invaluable tool for reflection and critique of the implications of psy-based practice, and will be of particular interest to academics and scholars in the field of education policy and psychology. Eva Bendix Petersen is Professor in the Department of People and Technology at Roskilde University, Denmark. Her research explores the formation of subjectivity in educational contexts in relation to local and global policy discourses. Zsuzsa Millei is a research fellow at the Space and Political Agency Research Group at the University of Tampere, Finland and Senior Lecturer in early childhood and comparative and international education at The University of Newcastle, Australia. Her research examines how children are positioned and participate as political subjects and how children’s political subjectivities are formed.
  table of contents: Introduction -- Chapter 1. The Risk Factors for Psy-Diagnosis? -- Chapter 2. Child Development and the Shifting Regulation of Young Learner Subjects -- Chapter 3. ‘The Elephant in the Room’ -- Chapter 4. Re-thinking Pointiness -- Chapter 5. Becoming a Knowable and Testable Learner -- Chapter 6. ‘How Do You Solve a Problem Like Maria?’ -- Chapter 7. Facebook 52 -- Chapter 8. Post-Psychologies, Psy-Leadership and Subjectivities in Contemporary Education -- Chapter 9. Squishing, Contradictions and Confusions -- Chapter 10. ‘No, I’m Not OK’ -- Chapter 11. Between Academic Development and the Learning Sciences -- Chapter 12. Is That All There Is? .
  note: edited by Eva Bendix Petersen, Zsuzsa Millei.
  subject:
    topic: Education
  subject:
    topic: Psychiatry
  subject:
    topic: Educational sociology
  subject:
    topic: Educational psychology
  subject:
    topic: Education
    topic: Psychology
  subject:
    topic: Education and sociology
  subject:
    topic: Sociology, Educational
  subject:
    topic: Education and state
  subject:
    topic: Social service
  subject:
    topic: Education
  subject:
    topic: Educational Psychology
  subject:
    topic: Sociology of Education
  subject:
    topic: Sociology of Education
  subject:
    topic: Education Policy
  subject:
    topic: Social Care
  subject:
    topic: Psychiatry
  classification: LB1050.9-1091
  classification: 370.15
  related item:
    title info:
      title: Springer eBooks
  identifier: 9781137513052
  identifier: http://dx.doi.org/10.1057/978-1-137-51305-2
  record info:
    record creation date: 160809
    record change date: 20160809083306.0
    record identifier: 978-1-137-51305-2