Abstract
At the start of the millennium, I described possibilities for a critical educational psychology beyond those of the “bewildered traveller at the crossroads of Psychology and Education” in a field that “is in many ways one of the furthest from the critical project in psychology” (Bird, 1999, p.21). This chapter continues the conversation, asking how much influence there has been from Michel Foucault’s theoretical work on the discursive constructions of power relations.
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Claiborne, L.B. (2014). The Potential of Critical Educational Psychology Beyond its Meritocratic Past. In: Corcoran, T. (eds) Psychology in Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-566-3_1
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DOI: https://doi.org/10.1007/978-94-6209-566-3_1
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