Written by expert practitioner-researchers, this co-authoured book explores how psychology legislates on normality and then uses its "expert" knowledge to turn social marginalism into pathology. Chapters address a range of cultural and institutional arenas in which inequalities structured around categories of gender, race, class and sexuality are reproduced by psychological practices: from self-help books to special hospitals, from school exclusions to Gender Identity Clinics, from mothering magazines to mental health services. Far from documenting just the damage, this book identifies the ways in which both professionals and users of sevices can act to counter psychology's abuses. A practical intervention as well as theortical critique, the text offers examples of how change can be effected.

Conservationists assume a set of underlying values which guide their decision-making and action. The safeguarding or promotion of biodiversity, it is believed, is the means by which nature is best protected. This book examines - and challenges - these general conservation assumptions. While reinforcing the need to halt extinction and value biodiversity, it shows that biodiversity needs to be more clearly understood, perhaps being replaced by the notion of 'wildness'. It examines how biodiversity is a holistic term, and how individual species need to be assessed and their own contribution to 'wildness' has to be recognized. The book proposes a new way of conservation - one which makes more room for neglected, rather than endangered or rare species. It also asserts that 'wildness' is not incompatible with certain kinds of human intervention.

What damage does psychology do to people's lives, and what can we do about it? How do we recognise and support resistance? Written by expert practitioners-researchers, this co-authored book explores how psychology legislates on normality and then uses its "expert" knowledge to turn social marginalisation into pathology.
Chapters address a range of cultural and institutional arenas in which inequalities structured around categories of gender, "race," class and sexuality are reproduced by psychological practices: from self-help books to special hospitals, from school exclusions to Gender Identity Clinics, from mothering magazines to mental health services. But far from just documenting the damage, this book identifies the ways in which both professionals and users of services can act to counter psychology's abuses. As practical intervention as well as theoretical critique, Psychology, Discourse and Social Practice offers tangible examples of how change can be effected. This book will be of interest to advanced undergraduates and postgraduates in psychology, health, education and welfare disciplines. It is also relevant to social workers and education and health professionals, as well as professional psychologists.

Conservationists assume a set of underlying values which guide their decision-making and action. The safeguarding or promotion of biodiversity, it is believed, is the means by which nature is best protected. This book examines - and challenges - these general conservation assumptions. While reinforcing the need to halt extinction and value biodiversity, it shows that biodiversity needs to be more clearly understood, perhaps being replaced by the notion of 'wildness'. It examines how biodiversity is a holistic term, and how individual species need to be assessed and their own contribution to 'wildness' has to be recognized. The book proposes a new way of conservation - one which makes more room for neglected, rather than endangered or rare species. It also asserts that 'wildness' is not incompatible with certain kinds of human intervention.

This edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a "postdigital" perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks. Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book. This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers.