Critical Educational Psychology

Authors

  • Lucy E. Bailey

DOI:

https://doi.org/10.32674/jise.v7i2.1209

Abstract

I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work.

 

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References

Adelman, J. & Aron, S. (1999). From borderlands to borders: Empires, nation-states, and the peoples in between in North American history. American Historical Review (June 1999), 814-841.
Bartholomae, D. and Petrosky, A. (1993). Ways of reading (4th Ed). Boston, MA: St. Martins Press.
Crede, M. (2018). What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher 47 (9), 606-611.
Duckworth, A. (2016). Grit: The power of passion and perseverance. New York: Simon and Schuster.
Foucault, M. (1979 [1975]). Discipline and punish: The birth of the prison. New York: Vintage Books.
Freire, P. (1995 [1970]). Pedagogy of the oppressed. New York: Continuum Press.
Vassallo, S. (2017). Critical educational psychology. Baltimore: Johns Hopkins University Press.

Additional Files

Published

2019-06-15

How to Cite

Bailey, L. E. (2019). Critical Educational Psychology . Journal of Interdisciplinary Studies in Education, 7(2), 61–65. https://doi.org/10.32674/jise.v7i2.1209