7 found
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  1.  1
    Psychoanalysis in Social Research: Shifting Theories and Reframing Concepts.Claudia Lapping - 2011 - Routledge.
    The use of psychoanalytic ideas to explore social and political questions is not new. Freud began this work himself and social research has consistently drawn on his ideas. This makes perfect sense. Social and political theory must find ways to conceptualise the relation between human subjects and our social environment; and the distinctive and intense observation of individual psychical structuring afforded within clinical psychoanalysis has given rise to rich theoretical and methodological resources for doing just this. However, psychoanalytic concepts do (...)
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  2. Book Review: A Critical Psychology of the Postcolonial: The Mind of Apartheid. [REVIEW]Claudia Lapping - 2013 - European Journal of Women's Studies 20 (3):317-320.
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  3. Book Review: Feelings. [REVIEW]Claudia Lapping - 2012 - European Journal of Women's Studies 19 (2):264-267.
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  4. Book Review: Vulnerability in Resistance. [REVIEW]Claudia Lapping - 2018 - European Journal of Women's Studies 25 (2):250-253.
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  5.  1
    Knowing and Not Knowing: Thinking Psychosocially About Learning and Resistance to Learning.Claudia Lapping & Tamara Bibby (eds.) - 2016 - Routledge.
    The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges as legitimised and authoritative; other knowledge is resisted or repressed. Psychosocial approaches highlight the unstable basis of knowledge, learning and research; of knowing and not knowing. How do we come to formulate knowledge in the ways that we do? Are there other possible ways of knowing that are too difficult or unsettling for us to begin to explore? Do we need the (...)
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  6.  57
    Recontextualising 'Play' in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice.Sue Rogers & Claudia Lapping - 2012 - British Journal of Educational Studies 60 (3):243 - 260.
    This paper traces the way discourses within early years policy and practice impose meanings onto the signifier 'play'. Drawing on Bernstein's conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children's 'play'. The analysis foregrounds an underlying question about the hold the signifier 'play' maintains within discourses that appear antithetical to traditional understandings of 'play'.
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    Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice.Sue Rogers & Claudia Lapping - 2012 - British Journal of Educational Studies 60 (3):243-260.