ABSTRACT. Although the parent field of psychology has made strides in integrating critical perspectives, educational psychology is lagging behind. This claim is illustrated by using a critical educational psychology framework to analyze self-regulated learning. The framework includes three themes: polyvocalism, emancipation, and sociohistoricism. In the literature, it is clear that self-regulated aligns to some extent with these themes by ostensibly supporting teaching, learning, and educational opportunity. However, because of the critical shortcomings, self-regulated learning can also be implicated in problematic curricula and pedagogical contexts. The lag in critical discourse invites the potential for educational psychologists to marginalize students, silence diverse ways of knowing, and endorse problematic educational contexts. To mitigate these dangers, critical perspectives must be part of educational psychology, in general, and for the study of self-regulated learning, in particular. pp. 49–65

Keywords: educational psychology; self-regulated learning; emancipation; sociohistory; discourse; critical

This email address is being protected from spambots. You need JavaScript enabled to view it.
American University

Home | About Us | Events | Our Team | Contributors | Peer Reviewers | Editing Services | Books | Contact | Online Access

© 2009 Addleton Academic Publishers. All Rights Reserved.

Joomla templates by Joomlashine