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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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3. Critical Educational Psychology

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CHAPTER THREE

Critical Educational Psychology

Stephen Vassallo



INTRODUCTION

Critical educational psychology (CEP) is a commitment to examine widely accepted ideas, concepts, beliefs, and methods in educational psychology through intra- and interdisciplinary perspectives in order to consider ways that the discourse of our field is implicated in the workings of power. This means explicitly considering ways educational psychology is entangled in issues of freedom, control, governance, oppression, discrimination, marginalization, empowerment, and disempowerment. These issues are seldom explored because of an assumptive context that educational psychology discourse is neutral, value-free, and consistent with supporting individual empowerment. To support efforts to engage critically with the discourse of our field, I offer three possible themes for inquiry: polyvocalism, emancipation, and sociohistoricism. This conceptualization of CEP is one way to construct critical possibilities, and it should serve merely as a starting point for a dialogue on how we can push for, frame, and organize critical work within educational psychology.

EDUCATIONAL PSYCHOLOGY

Educational psychology is a subfield of the parent field of psychology and is heavily influenced by general psychology and its subfields, which include, but are not limited to, developmental psychology, social psychology, and cognitive psychology. Bird (1999) captures this characteristic, defining educational psychology as any area of education that is informed by psychological theories or techniques. Educational psychology is also informed by perspectives outside the conventional boundaries of psychology, such as evolution, philosophy, and biology, just to...

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