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" An intertextual reading and critical analysis of the discipline of educational psychology: Disrupting the dominant discourse "


Record identifier : 565955
Personal Name - Primary Intelectual Responsibility : Gallagher, Suzanne
Title and statement of responsibility : An intertextual reading and critical analysis of the discipline of educational psychology: Disrupting the dominant discourse [Thesis]
Publication, Distribution,Etc. : Loyola University of Chicago, 1998
Language of Text,Soundtrack etc. : eng
Dissertation of thesis details and type of degree : phd
Body granting the degree : , Loyola University of Chicago
Summary or Abstract : Using critical discourse analysis this dissertation examined the mainstream, dominant discourse of the discipline of educational psychology. This analysis included a discussion of social, political, and epistemological issues. From a position of Foucauldian skepticism regarding the human sciences assumptions of educational psychology were interrogated, and the discipline as a "regime of truth"--a nexus of power, knowledge, and social control--was critiqued. Evidence was offered showing that the discourse of the discipline produces the "truth" of the discipline..
Topical Name Used as Subject : Educational psychology, Teacher education, Social studies education
Information of biblio record : TL
Material Type : Latin Dissertation
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