Tim Corcoran – författare

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.

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.

Joint Action: Essays in honour of John Shotter brings together a cross-disciplinary group of fifteen respected international scholars to explain the relevance of John Shotter’s work to emerging concerns in twenty-first century social science.

Shotter’s work extends over forty years and continues to challenge conventional scientific thinking across a range of topics. The disciplines and practices that Shotter’s work has informed are well established throughout the English-speaking world. This is the first publication to examine the importance of his influence in contemporary social sciences and it includes authoritative discussions on topics such as social constructionism, democratic practice, organisational change, the affective turn and human relations. The geographical diversity and disciplinary breadth of scholarly contributions imbues the book with international scope and reach.

Joint Action presents a contemporary reflection on Shotter’s work that demonstrates its influence across a range of substantive topics and practical endeavours and within disciplines including management studies and philosophy as well as psychology. As such, it will appeal to researchers and postgraduate students of social sciences and related disciplines, as well as to those who have heard of Shotter’s work and want to know more about its utility and value in relation to their own research or practice.

Joint Action: Essays in honour of John Shotter brings together a cross-disciplinary group of fifteen respected international scholars to explain the relevance of John Shotter’s work to emerging concerns in twenty-first century social science.

Shotter’s work extends over forty years and continues to challenge conventional scientific thinking across a range of topics. The disciplines and practices that Shotter’s work has informed are well established throughout the English-speaking world. This is the first publication to examine the importance of his influence in contemporary social sciences and it includes authoritative discussions on topics such as social constructionism, democratic practice, organisational change, the affective turn and human relations. The geographical diversity and disciplinary breadth of scholarly contributions imbues the book with international scope and reach.

Joint Action presents a contemporary reflection on Shotter’s work that demonstrates its influence across a range of substantive topics and practical endeavours and within disciplines including management studies and philosophy as well as psychology. As such, it will appeal to researchers and postgraduate students of social sciences and related disciplines, as well as to those who have heard of Shotter’s work and want to know more about its utility and value in relation to their own research or practice.

This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and ‘rehabilitative’ factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of ‘participatory parity’, the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology.