Interrupting the Psy-Disciplines in Education

Beschreibung

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.
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.

Offers a comprehensive, sophisticated understanding for critiquing the operation and effects of the psy-disciplines in contemporary education Provides a key resource for understanding a particular strand in Foucault’s oeuvre, centred on his work around the psy- disciplines, normalisation, governmentality and subjectification Investigates how critical theoretical perspectives influence empirical materials and problems in contemporary education

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Eva Bendix Petersen

Themen in »Interrupting the Psy-Disciplines in Education«

Psy- disciplines Education Foucault Discourse analysis Childhood studies Educational leadership Education policy Governmentality Social work

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“From silence to special education, from learners to leadership, from positive psychology to gendered, classed and racialized pathologisation, this engaging and creatively constructed book shows how psychological practices work to perpetuate and naturalise dominant hegemonic cultural assumptions. Not only is this a critical intervention, but it offers strategies for disrupting, interrupting and even queering or rewriting the role of the psy-complex in  contemporary technologies and rationalities of rule. A must-read for all critical educators and practitioners.” (Erica Burman, Manchester University, UK)

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