The oppression of children and young people in education settings: A Foucauldian discourse analysis of Educational Psychologists’ constructions

Hayes, Millie Frances (2024). The oppression of children and young people in education settings: A Foucauldian discourse analysis of Educational Psychologists’ constructions. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Educational psychologists are required to ‘understand and challenge’ oppressive practice and a growing body of research suggests that they perceive ‘social justice’ to be important to their role. However, previous findings indicate perceived barriers to inclusion, including the ‘misuse of power’ in education settings, and the pathologisation of children and young people. The current study presents a Foucauldian Discourse Analysis exploring how educational psychologists construe oppressive discourses used about children and young people in education settings, and their constructions of how they could work against these oppressive discourses. Transcripts from semi-structured interviews with seven qualified Educational Psychologists were analysed, surfacing discourses used about children and young people in schools, the possible construction/s, and implications for action. Through the analysis, discourses of ‘othering’, ‘compliance’, ‘seen not heard’, ‘within-child’ ‘conformity’ and ‘innocence’ were derived, linked to dominant discourses of ‘deviancy’ and perceived to locate difference internally. Constructions about how educational psychologists can work against oppressive discourses of children and young people, highlights ‘direct’ and ‘indirect’ approaches, emphasising the role of the ‘critical friend’ and participatory action research.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):