|
|
|
|
LEADER |
00000cam a2200000 4500 |
001 |
EBOOKCENTRAL_ocn961433921 |
003 |
OCoLC |
005 |
20240329122006.0 |
006 |
m o d |
007 |
cr |n|---||||| |
008 |
161029s2016 nju o 000 0 eng d |
040 |
|
|
|a EBLCP
|b eng
|e pn
|c EBLCP
|d YDX
|d OCLCQ
|d CHVBK
|d OCLCO
|d RECBK
|d OCLCF
|d IDB
|d NRC
|d MERUC
|d ZCU
|d ICG
|d UUM
|d OCLCQ
|d TKN
|d DKC
|d OCLCQ
|d UKAHL
|d OCLCQ
|d OCLCO
|d OCLCQ
|d EBLCP
|d OCLCQ
|d OCLCO
|d OCLCQ
|
019 |
|
|
|a 961207011
|a 965613085
|a 968766654
|a 971065920
|a 971219021
|a 992779613
|a 1013709735
|
020 |
|
|
|a 9781118977590
|
020 |
|
|
|a 1118977599
|
020 |
|
|
|z 1118975944
|
020 |
|
|
|z 9781118975947
|
029 |
1 |
|
|a AU@
|b 000059580707
|
029 |
1 |
|
|a AU@
|b 000060918968
|
029 |
1 |
|
|a CHNEW
|b 000901779
|
029 |
1 |
|
|a CHVBK
|b 403416647
|
035 |
|
|
|a (OCoLC)961433921
|z (OCoLC)961207011
|z (OCoLC)965613085
|z (OCoLC)968766654
|z (OCoLC)971065920
|z (OCoLC)971219021
|z (OCoLC)992779613
|z (OCoLC)1013709735
|
050 |
|
4 |
|a LB1051
|b .C758 2017
|
082 |
0 |
4 |
|a 370.15
|
049 |
|
|
|a UAMI
|
100 |
1 |
|
|a Williams, Antony J.
|
245 |
1 |
0 |
|a Critical Educational Psychology.
|
260 |
|
|
|a Newark :
|b Wiley,
|c 2016.
|
300 |
|
|
|a 1 online resource (259 pages)
|
336 |
|
|
|a text
|b txt
|2 rdacontent
|
337 |
|
|
|a computer
|b c
|2 rdamedia
|
338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
588 |
0 |
|
|a Print version record.
|
505 |
0 |
|
|a Critical Educational Psychology; Contents; Contributors; Introduction; EDUCATIONAL PSYCHOLOGY: TOWARDS A HUMAN SCIENCE; PSYCHOLOGY IN EDUCATION: BUILDING BLOCKS FOR RECONSTRUCTION; STRUCTURE OF THE BOOK; GETTING ON WITH IT; NOTES; REFERENCES; Part I Reflexive Foundationalism: Critical Psychological Resources; 1 Psychology and Education: Unquestionable Goods; PREFACE; NOTES; REFERENCES; 2 Ontological Constructionism; QUESTIONING ONTOLOGY; JUSTIFYING A RATIONALE; CONCLUSION; REFERENCES; 3 What Use Is a Story? Narrative, in Practice; STORIES OF EXPERIENCE.
|
505 |
8 |
|
|a Catharsis and poiesis: Emotional expression and meaning makingInterpretation of experience; Focus on language: The 'linguistic turn'; IDENTITY: KNOWING WHO WE ARE; WORKING WITH STORIES: DOING NARRATIVE PRACTICE; Acknowledging personal and social history; Deconstructing narratives: Externalisation and the nurturing of agency; Mapping the influence; Re-membering and re-authoring; CONCLUSION; REFERENCES; 4 Post-Conventionalism: Towards a Productive Critical Educational Psychology; POST-CONVENTIONALIST STARTING POINTS; POST-CONVENTIONALISM AND CHILDREN'S EMBODIMENT.
|
505 |
8 |
|
|a POST-CONVENTIONALISM, PEDAGOGY AND THE SCHOOLCONCLUSIONS; REFERENCES; 5 Psychoanalysis; INTRODUCTION; PSYCHOANALYTIC ASSUMPTIONS ABOUT SELF AND OTHERS; DEFENCE AGAINST ANXIETY; PROJECTION; Everyday example 1; TRANSFERENCE; View of transference outside an analytic relationship; COUNTERTRANSFERENCE; Everyday example 2; CONTAINMENT; NOTES; REFERENCES; Part II Ethics and Values in Practice; 6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies; INTRODUCTION; WHAT IS CRITICAL EDUCATIONAL PSYCHOLOGY?; WHAT IS CRITICAL DISABILITY STUDIES?
|
505 |
8 |
|
|a CONNECTING THEMESAgainst psychologisation and medicalisation; Challenging neoliberal education; Contesting interiority and emphasising exteriorities; Placing disabled/non-normative children at the centre of consideration; Illuminating and contesting developmentalism; CONCLUSIONS AND FUTURE CONNECTIONS; ACKNOWLEDGEMENT; REFERENCES; 7 Thinking Critically About Professional Ethics; PROFESSIONAL CODES OF ETHICS AND CONDUCT; SO WHAT'S THE PROBLEM?; ETHICS AND POWER; ETHICAL DILEMMAS; SUMMARY; NOTE; REFERENCES; 8 The Ethical Demand in an Impossible Profession.
|
505 |
8 |
|
|a AN ETHICAL VOCABULARY FOR THE 'EVERYDAY'TROUBLING EDUCATIONAL PSYCHOLOGY: 'M'; RESISTANCE IS NEVER FUTILE; Resisting by providing an alternative category/story; Resisting by not engaging; Unsaying by being a living contradiction; CONCLUSIONS; NOTE; REFERENCES; 9 EP Becoming Phronimos: The Virtue of Phronêsis in Educational Psychology; INTRODUCING MARK, HIS FAMILY AND THE EP; CHAPTER SUMMARY; REFERENCES; 10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise; A PHILOSOPHICAL STARTING POINT; INTERACTION 1; INTERACTION 1: TRAVERSING THE EXPERT NON-EXPERT BINARY.
|
500 |
|
|
|a INTERACTION 2.
|
520 |
|
|
|a 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.
|
590 |
|
|
|a ProQuest Ebook Central
|b Ebook Central Academic Complete
|
650 |
|
0 |
|a Educational psychology
|x Research.
|
650 |
|
6 |
|a Psychopédagogie
|x Recherche.
|
650 |
|
7 |
|a EDUCATION
|x Educational Psychology.
|2 bisacsh
|
650 |
|
7 |
|a Educational psychology
|x Research
|2 fast
|
655 |
|
0 |
|a Electronic books.
|
700 |
1 |
|
|a Billington, Tom.
|
700 |
1 |
|
|a Goodley, Dan.
|
700 |
1 |
|
|a Corcoran, Tim.
|
776 |
0 |
8 |
|i Print version:
|a Williams, Antony J.
|t Critical Educational Psychology.
|d Newark : Wiley, ©2016
|z 9781118975947
|
856 |
4 |
0 |
|u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=7104316
|z Texto completo
|
936 |
|
|
|a BATCHLOAD
|
938 |
|
|
|a Askews and Holts Library Services
|b ASKH
|n AH32010742
|
938 |
|
|
|a Askews and Holts Library Services
|b ASKH
|n AH31957199
|
938 |
|
|
|a ProQuest Ebook Central
|b EBLB
|n EBL7104316
|
938 |
|
|
|a ProQuest Ebook Central
|b EBLB
|n EBL4721153
|
938 |
|
|
|a Recorded Books, LLC
|b RECE
|n rbeEB00690485
|
938 |
|
|
|a YBP Library Services
|b YANK
|n 13230322
|
994 |
|
|
|a 92
|b IZTAP
|