Stephen Vassallo issues a clarion call to educators, policymakers, parents, and socially concerned citizens to look below the seemingly progressive, happy-faced surface of one of the most influential forms of purported advance in contemporary western education - classroom initiatives and programs that claim to promote students' self-regulated learning so that they will be able to flourish in twenty-first-century schools and societies ... (Jack Martin, Simon Fraser University; Co-Author of The Education of Selves)
An engaging, informed and insistent critique whose scholarly analysis reveals how the key educational discourse of self-regulated learning via its concepts and assumptions bolsters an individualism that naturalises and pathologises social inequalities and endorses conformity ... The book offers a nuanced and rigorous analysis that proposes neither wholesale rejection nor endorsement of SRL but rather calls for critical reflection and political reformulation as a resource for effective individual and social action. (Erica Burman, Manchester Metropolitan University)
Using 'self-regulated learning' as a focal point for his analysis, Vassallo persuasively argues against traditional interpretations of what counts as academic success. He prods the reader to engage more thoroughly with what the contextual meaning of learning entails for situated individuals. This view opposes neoliberal orthodoxy and repositions socially situated, individually engaged learners as agents for intelligent change. (Deron Boyles, Georgia State University)
This book ... has direct relevance for classroom practice, giving teachers much-needed support for taking student agency or empowerment beyond the neoliberal assumptions of traditional methods in educational psychology that focus on the learning and achievement of the individual student. This intriguing and scholarly book should be required reading for senior undergraduate and postgraduate educational psychology, as well as critical psychology, students. (Lise Bird Claiborne, University of Waikato, New Zealand)
Stephen Vassallo issues a clarion call to educators, policymakers, parents, and socially concerned citizens to look below the seemingly progressive, happy-faced surface of one of the most influential forms of purported advance in contemporary western education - classroom initiatives and programs that claim to promote students' self-regulated learning so that they will be able to flourish in twenty-first-century schools and societies ... (Jack Martin, Simon Fraser University; Co-Author of The Education of Selves)
An engaging, informed and insistent critique whose scholarly analysis reveals how the key educational discourse of self-regulated learning via its concepts and assumptions bolsters an individualism that naturalises and pathologises social inequalities and endorses conformity ... The book offers a nuanced and rigorous analysis that proposes neither wholesale rejection nor endorsement of SRL but rather calls for critical reflection and political reformulation as a resource for effective individual and social action. (Erica Burman, Manchester Metropolitan University)
Using 'self-regulated learning' as a focal point for his analysis, Vassallo persuasively argues against traditional interpretations of what counts as academic success. He prods the reader to engage more thoroughly with what the contextual meaning of learning entails for situated individuals. This view opposes neoliberal orthodoxy and repositions socially situated, individually engaged learners as agents for intelligent change. (Deron Boyles, Georgia State University)
This book ... has direct relevance for classroom practice, giving teachers much-needed support for taking student agency or empowerment beyond the neoliberal assumptions of traditional methods in educational psychology that focus on the learning and achievement of the individual student. This intriguing and scholarly book should be required reading for senior undergraduate and postgraduate educational psychology, as well as critical psychology, students. (Lise Bird Claiborne, University of Waikato, New Zealand)
