Reconstructing Agency in Developmental and Educational Psychology
Routledge (Verlag)
978-1-138-15885-6 (ISBN)
The chapters examine key themes for developing concentric spatial systemic responses in education, including school climate, bullying, violence, early school leaving prevention and students’ voices. Moreover, the book proposes an innovative framework of agency as movement between concentric and diametric spatial relations for a reconstruction of resilience. This model addresses the vital neglected issue of resistance to sheer cultural conditioning and goes beyond the foundational ideas of Bronfenbrenner’s ecological systems theory, as well as Vygotsky, Skinner, Freud, Massey, Bruner, Gestalt and postmodern psychology to reinterpret them in dynamic spatial systemic terms.
Written by an internationally renowned expert, this book is a valuable resource for academics, researchers and postgraduate students in the areas of educational and developmental psychology, as well as related areas such as personality theory, health psychology, social work, teacher education and anthropology.
Paul Downes is Professor of Psychology, School of Human Development, Institute of Education, Dublin City University. He has over 100 international peer reviewed publications across areas of psychology, education, philosophy, law, anthropology and social policy and has given keynotes and invited presentations in 29 countries.
Acknowledgments Part I: Setting the Scene: Key Features of a Concentric Spatial Turn for Developmental and Educational Psychology: Agency and Inclusive Systems. 1. Introduction: From Empty Space to Patterned Space through Concentric and Diametric Spatial Systems. 2. Interactive Differences between Concentric and Diametric Spatial Systems: Beyond Bronfenbrenner’s and Lévi-Strauss’ Concentric Systems. 3. Agency as Movement between Mediating Conditions of Concentric and Diametric Spatial Systems at Different System Levels: Key Problems of Agency. Part II Spatial Transitions for Inclusive Systems: Reconstructing Resilience, Early School Leaving and Bullying. 4. From Resilience to Inclusive Systems: Search in Psychology for an Agency of Mediating Conditions. 5. Challenging the diametric spatial condition underpinning ‘the other’ to change systems of exclusion for early school leaving prevention: Agency as movement from diametric to concentric spatial systems. 6. The emotional-relational turn for early school leaving prevention as promotion of concentric spatial-relational systems to challenge diametric spatial systems: Beyond emotion as the other for inclusive systems in education. 7. The emotional-relational turn for early school leaving prevention as promotion of concentric spatial-relational systems to challenge diametric spatial systems: Selected and indicated prevention strategies of system supports for moderate risk and chronic need. 8. A Spatial Hermeneutic Approach to System Change for Transitions and Developmental Cascades. Part III Concentric and Diametric Spaces as Deep Structures of Experience. 9. Spatial Phenomenology and a Protolanguage of Concentric and Diametric Space. 10. Intrapsychic Systems and a Protolanguage of Concentric and Diametric Space.
| Erscheinungsdatum | 16.09.2019 |
|---|---|
| Reihe/Serie | Routledge Research in Educational Psychology |
| Zusatzinfo | 2 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 521 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie | |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-138-15885-2 / 1138158852 |
| ISBN-13 | 978-1-138-15885-6 / 9781138158856 |
| Zustand | Neuware |
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