批判教育心理学

Lucy E Bailey
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引用次数: 0

摘要

我饶有兴趣地阅读了斯蒂芬·瓦萨洛的著作《批判教育心理学》(2017)。作为一个跨学科的社会基础单元的教员,我经常与教育心理学的同事和学生一起工作,我居住在一种认识论的边缘地带,在那里我经常参与和支持那些与我自己的领域不同或冲突的理论基础所激发的项目。历史学家Adelman和Arons(1999)将“边疆”描述为“殖民领域之间有争议的边界”(第816页),这是一个可以应用于各种学术空间和领域的跨文化交流的生成隐喻。瓦萨罗是美国教育研究协会批判性选择奖(2018)的获得者,我想知道瓦萨罗的文章是否可以为我提供额外的见解,让我从我的非实证主义和批判空间跨越到支持后实证主义和现实主义的工作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Critical Educational Psychology
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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