Critical Educational Psychology

Antony Williams is the Academic Director for the Doctorate in Educational and Child Psychology at the School of Education at the University of Sheffield, UK. He also works as a practicing educational psychologist. His research interests are focused in the area of subjectivity and intersubjectivity, with a particular interest in how psychoanalytic concepts and theory may inform as well as potentially disturb psychological practice.Tom Billington is Professor of Educational and Child Psychology at the School of Education at the University of Sheffield, UK. A critical psychologist, practitioner and academic, his research focuses on the nature of psychological work conducted with young people and the theoretical bases upon which practice is justified, in particular in the fields of autism and child protection, utilizing qualitative research methodologies, primarily discourse analytic, psychodynamic and narrative approaches. His books include Working with Children: Assessment, Representation, and Intervention (2006), Children at the Margins: Supporting Children, Supporting Schools (2004), and Separating, Losing, and Excluding Children: Narratives of Difference (2000).Dan Goodley is Professor of Disability Studies and Education at the School of Education at the University of Sheffield, UK. He directs the Masters in Psychology and Education, and teaches in the Doctorate of Education and the undergraduate Education, Culture and Childhood programs. His research interests include critical disability studies, critical psychological and sociological theory, and non-normative childhoods. He is the author or editor of many books in the field, including, most recently, Dis/ability Studies: Theorising Disablism and Ableism (2014), Disability and Social Theory (2012), and Disability Studies: An Inter-disciplinary Introduction (2011).Tim Corcoran is Senior Research Fellow and Senior Lecturer in Critical Psychology at The Victoria Institute, Victoria University, Melbourne, Australia. He has extensive experience in educational psychology as a school psychologist and researcher/academic. His work has involved teaching, research and professional practice in Australia, the UK, Singapore and Iraq. He edited Psychology in education: Critical theory-practice (2014), an international collection of contributions examining critical approaches to educational psychology. More recently he co-edited Disability studies: Educating for inclusion (2015).

• List of Contributors viiIntroduction 1Tom Billington, Antony Williams, Dan Goodley and Tim CorcoranPart I Reflexive Foundationalism: Critical Psychological Resources 13Chapter 1 Psychology and Education: Unquestionable Goods 15Ansgar AllenChapter 2 Ontological Constructionism 26Tim CorcoranChapter 3 What Use is a Story? Narrative, in Practice 34Penny FoggChapter 4 Post-Conventionalism: Towards a Productive Critical Educational Psychology 43Dan GoodleyChapter 5 Psychoanalysis 52Antony WilliamsPart II Ethics and Values in Practice 61Chapter 6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies 63Dan Goodley and Tom BillingtonChapter 7 Thinking Critically About Professional Ethics 79Pat BennettChapter 8 The Ethical Demand in an Impossible Profession 88Niall DevlinChapter 9 EP Becoming Phronimos: The Virtue of Phronêsis in Educational Psychology 99Daniela Mercieca and Duncan P. MerciecaChapter 10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise 108Catherine BealChapter 11 Joining the Q: What Q Methodology Offers to a Critical Educational Psychology 118Martin HughesChapter 12 Are We All Psychologists Now? 127Antony WilliamsPart III Putting Critical Psychological Resources to Work in Educational Psychology 135Chapter 13 Epidemic or Psychiatrisation? Children's Mental Health in a Global Context 137China MillsChapter 14 The Teacher's Role in Supporting Student Mental Health and Well-being 146Helen MonkmanChapter 15 Towards Restorative Justice 157Victoria HaroldChapter 16 Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents 167Samana SaxtonChapter 17 Gender, Non-normativity and Young Women who Have Been Excluded 176Dawn BradleyChapter 18 A Mindful Educational Psychology Practice 184Sahaja DavisChapter 19 Some Reflections on Educational Psychology Practice 192Majid KhoshkhooChapter 20 Finding Attunement and Promoting Positive Attachments 200Kathryn PomerantzChapter 21 Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology 209Nick HammondChapter 22 'Being' Dyslexic in Higher Education: Reflections on Discourse and Identity 218Harriet CameronChapter 23 A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience 226Tom BillingtonFurther Reading and Resources 235Index 237