Reflect for a moment upon your experience of learning, of developing thought around a given theme, and consider how many times you have perhaps read the same material and comfortably accepted the understanding it provides and the manner in which it fits into your overall worldview, or perhaps your view of learning. Like most, I have experienced this many times. However, there are other times when the same material or concept is presented by a different author or speaker, and there comes a moment of enlightenment when that same material, initially understood within a set context or framework, is viewed from yet another perspective: ‘To acknowledge that learning is an unfinishable task suggests there is always more to understanding, always another meaning to be grasped’ (Corcoran, 2014 p. 50).
Education is significant, and learning is ongoing. Therefore, clear consideration regarding the understanding of learning, together with critical re-examination of how this might be achieved is essential.
Psychology in Education: Critical Theory-Practice draws upon the work of a number of experienced authors who, over the space of 12 chapters, offer insight into some of the challenges and controversies relating to the field of educational psychology. Chapters include topics such as: the potential of critical educational psychology, education as transformation, the role of the educational psychologist, challenges facing educational psychologists working with vulnerable children, and critical relational educational psychology.
Focusing on wellness and fairness as ‘lifelong pursuits’ (p. 17) at both an individual and systems level, Prilleltensky (Chapter 2) highlights the need for a system that fosters wellbeing on a number of levels, including interpersonal, community, occupational, physical, psychological and economic, maintaining that these factors must form a very real consideration in educational reform and cannot be treated as an ‘afterthought’ (p. 33). Goodman (Chapter 5) draws upon some of his own experiences of schooling to emphasise the benefits of critical educational psychology in the ongoing endeavour to make learning ‘empowering, personal, and meaning-making’ (p. 80) for all concerned.
Boyle (Chapter 6) underscores the importance of the role of the school psychologist and the need to draw as much value as possible from these skilled professionals. The ongoing value of interventions should be considered in the light of client empowerment and the ability of the client to move forward in a positive direction as a result of each specific intervention. Reflecting upon the challenges facing educational psychologists working with vulnerable children in Africa, Pillay (Chapter 7) draws a strong parallel between this role and the role usually filled by social workers. In this setting, educational psychologists, of necessity, are required to deal with a vast range of difficulties that would usually be considered outside their purview. For example, issues such as handling cases of rape and sexual assault, seeking financial assistance for orphans, assisting in legal issues relating to the rights of children, confronting environmental issues that impact upon the health of children, together with concerns regarding the physical safety of the children, demand serious attention and add to the challenges surrounding the integration of theory and practice.
Psychology in Education: Critical Theory-Practice offers a thoughtful consideration of the contribution of critical educational psychology to the understanding of learning and how best to develop ways in which students can benefit significantly from their experience of schooling. This publication would be best suited to scholars and students who are interested in further developing their understanding of theories and issues pertinent to the effective enactment of educational psychology within the learning environment.
