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.
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