Titlebook: Interrupting the Psy-Disciplines in Education; Eva Bendix Petersen,Zsuzsa Millei Book 2016 The Editor(s) (if applicable) and The Author(s)

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Binds of Professionalism: Attachment in Australian and Finnish Early Years Policy,d fits within policies, existing practices and economic and ideological agendas of governments in its different contexts. As it is being translated to fit the particular policy problem, attachment produces various understandings of ‘the child’, ‘the caregiver’ and their relations. We outline in a co

跳脫衣舞的人

The Principal Is Present: Producing Psy-ontologies Through Post/Psychology-Informed Leadership Practualised as an ontopower radically producing and constituting psy-ontologies and affective economies. All in all, this results in an interesting, however, muddy, affective economy, and a situation, which again asks for new thoughts on the entanglements of leadership practices and post/psychologies.

Incise

陳腐思想

laxative

The Risk Factors For Psy-Diagnosis? Gender, Racialization and Social Class, of children and young people. We argue that the psy-diagnosis of behavioural problems, both in discourse and practice, is dangerous, because it obscures other interpretations of children and their behaviour and detracts from considerations of what is best, educationally, for individual children. We

Hamper

,‘How Do You Solve a Problem Like Maria?’ Troubling the Psy-gaze in the Qualitative Analysis and Reple and unchallenged. In this paper, I wrestle with the question of how we can know our research participants, and map the journey of ‘representing’ ‘Maria’ and the pitfalls that were encountered along the way.

演繹

Book 2016lay out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, both regulating and shaping behaviour and morality. The book provides insight into different educational contexts and concerns a

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Friction

,Becoming a ‘Learner’ in the Australian Primary School: An (Auto)ethnographic Exploration, the learning discourses are psy-based, that is, rest on a mix of behavioural and cognitive psychological theories as well as the assumption of the bounded individual. The chapter concludes by briefly discussing how these psy- based learning discourses coalesce with neoliberal assumptions and interests.

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Positive Education as Translation and Conquest of Schooling,ule into psychological discourses, and how positive psychology is, in turn, translated into interventions in schools. As a case in point, we analyse the Australian Geelong Grammar School (GGS) model of positive education, which is the best known example of embedding principles of positive psychology in schools.