Educational and Child Psychology Research Using a Foucauldian-Informed Approach and Analysis
Article
Browne, L. 2015. Educational and Child Psychology Research Using a Foucauldian-Informed Approach and Analysis. Educational Psychology Research and Practice. 1 (1), p. 30–41. https://doi.org/10.15123/uel.88571
Authors | Browne, L. |
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Abstract | This paper explores the utility of Foucauldian-informed thinking, methodology and analysis as part of educational and child psychology professional doctorate research. It is based on the experience of a researcher who undertook mixed-methods emancipatory and exploratory research with 14 children (11–15 years old) attending pupil referral units (PRUs) in one local authority setting. The researcher was interested in the label ‘behavioural, emotional and social difficulties’ (BESD),1 exclusions and PRUs and, importantly, how the characteristics and constructions of children attending PRUs were made possible through historical, social and political influences and practices. |
Journal | Educational Psychology Research and Practice |
Journal citation | 1 (1), p. 30–41 |
ISSN | 2059-8963 |
Year | 2015 |
Publisher | School of Psychology, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.88571 |
Publication dates | |
Online | Sep 2015 |
Publication process dates | |
Deposited | 10 Sep 2020 |
Copyright holder | © 2015 The Author |
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License: CC BY 4.0 | ||
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