Interrupting the Psy-Disciplines in Education

"From silence to special education, from learners to leadership, from positive psychology to gendered, classed and racialized pathologisation, this engaging and creatively constructed book shows how psychological practices work to perpetuate and naturalise dominant hegemonic cultural assumptions. Not only is this a critical intervention, but it offers strategies for disrupting, interrupting and even queering or rewriting the role of the psy-complex in contemporary technologies and rationalities of rule. A must-read for all critical educators and practitioners." (Erica Burman, Manchester University, UK) "This volume brings a welcome updating of the application of the analysis of the Psy-complex to contemporary education. It deserves to be widely read across the educational field." (Valerie Walkerdine, Cardiff University, UK)

early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice.This book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play 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 across a child’s educational lifespan; early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice. 
With chapters by a mixture of established and emerging international scholars in the field this is an interdisciplinary and authoritative study into the role of the psy-disciplines in the education system. Providing vivid illustrations from throughout the educational lifespan the book serves as an invaluable tool for reflection and critique of the implications of psy-based practice, and will be of particular interest to academics and scholars in the field of education policy and psychology.