This book explores how psychologized language has come to dominate education and schooling. Taking a critical lens to some major constructs in education―e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning―and their grounding in psychologized discourses, the authors suggest possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about. Review “Psychologised Language in Education: Denaturalising a Regime of Truth is an interesting attempt to problematise the relationship between psychology and education and contribute tools to tackle the senses (or nonsenses) of education in contemporary capitalist societies. … It can also help us to recognise that the most revolutionary action that scholars and educational workers can perform is to examine our language and to face educational practice optimistically.” (Diego Palacios Diaz, Pedagogy, Culture & Society, February 11, 2020) “Psychologized language in education is one of the most important recent contributions to educational theory in the context of contemporary social sciences and humanities, and an investment into the field of ideas aimed at transforming educational practice.” (Darko Štrajn, International Review of Education, Vol. 65, 2019) Review “In this book, Bekerman and Zembylas expose the ways in which meanings and concepts of identity, culture, and mind have become reified, separating the individual from her community and molding the student into the preferred citizen in the project of state controlled mass education. On the basis of their powerful critique, the authors advocate for a cultural analysis perspective that bypasses positivist criteria and argue for a renewed pedagogy.” (Michael A. Peters, Professor of Education, University of Waikato, New Zealand) “This brilliant book outlines the ways in which outmoded and psychologized ways of thinking and doing dominate policy, practice, and research in education. The authors, who are established thought-leaders in this field, argue clearly and persuasively that this is as catastrophic as it is bewildering. Despite its trenchant critique, the book holds out a message of hope for educators everywhere.” (Hilary Cremin, Senior Lecturer in the Faculty of Education, University of Cambridge, UK) From the Back Cover This book discusses how psychologized language has come to dominate education and schooling. It critically reviews some major constructs in education―e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning―and their grounding in psychologized discourses and suggests some possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about. About the Author Zvi Bekerman is Senior Lecturer in the School of Education at The Hebrew University of Jerusalem, Israel. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He has written extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human rights education, and citizenship education.
