En ikke-affirmativ pædagogisk psykologi

Abstract

In several respects educational psychology practice finds itself in a transition phase, or is even perhaps suffering an identity crisis that is propelled by a global educational reform agenda with increased focus on standardization, testing and accountability. With this educational reform agenda, it seems that both educational establishments and education policy are looking for different skills than the profession of educational psychology traditionally has provided. This situation calls for critical reflection, and based on an empirical project, it is argued how educational psychology needs to develop a non-affirmative framework in order to prove its future relevance.