Includes bibliographical references (pages [163]-176) and index.

Introduction : navigating social (in)justice in education -- Co-operative education re-born -- Conceptualising a "co-operative" voice -- Making models : from ideas to action -- Navigating co-operation -- Putting the co-operative "to work" -- Childhood, education and "co-operation" -- The rupture of student voice : a non-event? -- The end of the beginning? : a cautious conclusion.

This ground-breaking book explores the relationship between co-operative approaches to schooling and democratic subjectivity, offering a critical analysis of an alternative model of co-operative schooling in the context of the public education sector in England. Drawing on post-structural theory and critical ethnographic research, the author examines how participatory ways of working in education might inform a more critical educational psychology that prioritizes engendering equality and collective well-being over individual achievement and cognitive development. The book challenges readers to rethink what education is for and who stands to benefit or lose when schools adopt co-operative ways of working across governance, pedagogy, and curriculum. It will appeal to advanced level undergraduate and postgraduate students, researchers, and practitioners, particularly those in psychology, education, politics, and social research, with an interest in developing a critical appreciation of inequalities in education and reimagining possibilities for change.

English