Psychologized Language in Education (eBook, PDF) - Bekerman, Zvi; Zembylas, Michalinos
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Focuses on the ways that normative language/vocabulary use works to shape students' and teachers' perceptions of identity and difference Challenges educators to use theory, language, and concepts to think and act differently Chapters contain dialogue between the King and the Slave who debate lively various contentious issues raised in the book

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Produktbeschreibung
Focuses on the ways that normative language/vocabulary use works to shape students' and teachers' perceptions of identity and difference
Challenges educators to use theory, language, and concepts to think and act differently
Chapters contain dialogue between the King and the Slave who debate lively various contentious issues raised in the book

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Autorenporträt
Zvi Bekerman is Senior Lecturer in the School of Education at The Hebrew University of Jerusalem, Israel. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts.
Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He has written extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human rights education, and citizenship education.
Rezensionen
"Psychologised Language in Education: Denaturalising a Regime of Truth is an interesting attempt to problematise the relationship between psychology and education and contribute tools to tackle the senses (or nonsenses) of education in contemporary capitalist societies. ... It can also help us to recognise that the most revolutionary action that scholars and educational workers can perform is to examine our language and to face educational practice optimistically." (Diego Palacios Diaz, Pedagogy, Culture & Society, February 11, 2020)
"Psychologized language in education is one of the most important recent contributions to educational theory in the context of contemporary social sciences and humanities, and an investment into the field of ideas aimed at transforming educational practice." (DarkoStrajn, International Review of Education, Vol. 65, 2019)