Since the very first 'co-operative' school opened its doors in 2008, the complicated relations between 'co-operative' approaches
to schooling and democratic subjectivity remain unexplored. This ground breaking book considers the role of 'voice' in co-operative
schooling and its place in radical research, offering an original, critical analysis of an alternative model of 'co-operative'
schooling set within the context of the contemporary public education sector in England. Drawing on post structural theory
and critical ethnographic research, the author explores how this model might offer new ways of thinking about what education
is for and who stands to benefit or lose when schools adopt co-operative ways of working together across the structures of
governance, pedagogy and curriculum. The book considers how participatory ways of working in education might inform a more
critical educational psychology that takes engendering equality and collective well-being as an alternative starting point
to measuring individual achievement and cognitive development.
This text will appeal to
advanced level undergraduate and postgraduate students, researchers and practitioners, particularly in the field of psychology,
education, politics and social research, with an interest in developing a critical appreciation of inequalities in education
and in reimagining the possibilities for change.