Abstract

In this review, I assess Erica Burman's (2018) book, Fanon, Education, Action: Child as Method, an important and timely contribution to critical developmental psychology, which reads and critiques the work of Frantz Fanon.

Highlights

  • This thorough exploration is a systemic analysis of the psycho-affective and cultural meanings set forth by Fanon with regards to the centrality of child/hood

  • Erica Burman (2018) invites Fanon to become a key player in critiquing her own field, clinical developmental psychology, and help develop an analytical approach that reads socio-political practices through the positioning accorded to child/hood and children

  • What Burman (2018) would like us to keep in mind is that children in the Fanonian sense are “not the prototypical children of normalized, globalized models but rather children who are at the margins, marginalized by racialisation, political allegiance, class, and gender” (p. 151)

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Summary

Introduction

This thorough exploration is a systemic analysis of the psycho-affective and cultural meanings set forth by Fanon with regards to the centrality of child/hood. Review of Fanon, Education, Action: Child as Method By Erica Burman Abingdon, UK: Routledge, 244 pages, $35.96 paperback. As more of Frantz Fanon’s works emerge and become available in English, new ways of engaging with his writing bourgeons in fields such as education and critical psychology.

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