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
AuthorsBrowne, L.
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.

JournalEducational Psychology Research and Practice
Journal citation1 (1), p. 30–41
ISSN2059-8963
Year2015
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88571
Publication dates
OnlineSep 2015
Publication process dates
Deposited10 Sep 2020
Copyright holder© 2015 The Author
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