Book Launch: ‘Critical Educational Psychology’

The first textbook of its kind, Critical Educational Psychology is a forward–thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice. Written by practitioners engaged in theory, this text uses a broad range of theoretical resources from outside mainstream psychology to examine issues at the forefront of educational psychology.

The chapters discuss the role of education, the relationship between teaching and learning, the impact of gender, faith and ethics in educational settings, the construction of rich learning environments, and notions of normalcy, difference, and disability. Contributors employ phenomenology, poststructuralism, psychoanalysis, discursive psychology, social constructionism, narrative psychology, disability studies theory, among other theoretical resources.

This new publication, authored by three School of Education researchers, will serve as a foundational text for trainees in educational and school psychology, as well as an essential resource for those practicing and researching in those fields and related ones across psychology and education. Students will benefit from pedagogical features, such as discussion points, mini exercises, essay questions, key terminology, theoretical starting points, and further readings. By calling into question and reconceptualising traditional models, this text illuminates an exciting new frontier in educational psychology.

Whilst the text that we have produced seeks to articulate ‘critical educational psychology’, this publication is not intended to be a call for a return to a ‘golden age’ when a less political or bureaucratic educational psychology practice existed. Rather, the ‘critical’ is intended as a recognition that educational psychology does not and cannot stand outside of politics and economics, and as such it is a cultural practice. This dangerous truth is easily forgotten.

However, the role of the critical educational psychologist is to remain aware of uncomfortable truths, and to continue to think and work towards an acceptance of a complicated reality defined by struggle. With this in mind, contributors have outlined a vision of a reflexive and socially engaged educational psychology. Theory and theory in practice has been presented that reflects the struggles of practitioners to stand more clearly alongside those marginalized. Our contribution to conceptualising and also utilising psychological forms of knowledge — with the capacity to expose rather than obscure the psychological and social-political processes that lead to marginalisation ­– is a long term project and this book reflects our on-going work. Ethical conceptualisations of the work ground and link thinking with doing.

The recurring theme presented in Critical Educational Psychology is that educational psychologists must be prepared to turn the gaze back upon themselves and the institutions of which they are a part. The work represented in the book is a project that has been developing with the University Of Sheffield’s School of Education for over 25 years; it reflects a ‘Sheffield’ way of thinking about what psychological practice with children, parents and school staff can be.

– Anthony Wilson
Lecturer in Educational Psychology, Co-author of Critical Educational Psychology

Our Research

Located in the School of Education, members of the Centre of Critical Psychology and Education approach ‘education’ very broadly, from informal and community based settings and grass-roots programmes to traditional institutions and formal curricula. Our interests offer distinctive possibilities for understanding these developments by bringing together researchers in educational psychology, critical disability studies, curriculum and policy studies, philosophy, sociology, childhood studies, mental health, social and family work.

Find out more about Critical Educational Psychology (published December 2016).