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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


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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4. Beyond Reductionism: Difference, Criticality, and Multilogicality in the Bricolage and Postformalism


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Beyond Reductionism

Difference, Criticality, and Multilogicality in the Bricolage and Postformalism

Joe L. Kincheloe

In both my constructions of the research bricolage (Kincheloe, 2001; Kincheloe and Berry, 2004) and a postformal psychology (Kincheloe and Steinberg, 1993; Kincheloe, Steinberg, and Hinchey, 1999), I have drawn on the power of difference and multilogicality. Both of these concepts have relevance for researchers concerned with issues of multiculturalism and diversity—especially in critical forms of multiculturalism (Kincheloe and Steinberg, 1997) that are focused on issues of race, class, gender, and sexual justice vis-à-vis a complex understanding of power. This chapter concentrates on the power of difference and multilogicality in such a critical multiculturalism, in the process exploring how such a focus enhances the research process and the quality of the knowledge we produce about culture and selfhood. Before going any further, it is important to first define the research terms “bricolage” and “postformalism.”


For the last several years with the help of Norm Denzin and Yvonna Lincoln (2000), I have been working on the extension of their concept of bricolage—a multi-method mode of research referenced by a variety of researchers but not developed in detail. On one level bricolage can be described as the process of getting down to the nuts and bolts of multidisciplinary research. Ethnography, textual analysis, semiotics, hermeneutics, psychoanalysis, phenomenology, historiography, discourse analysis combined with philosophical analysis, literary...

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