A Theoretical Application of Epistemological Oppression to the Psychological Assessment of Special Educational Needs; Concerns and Practical Implications for Anti-Oppressive Practice

Autor/in	Sewell, Alexandra
Titel	A Theoretical Application of Epistemological Oppression to the Psychological Assessment of Special Educational Needs; Concerns and Practical Implications for Anti-Oppressive Practice
Quelle	In: Educational Psychology in Practice, 32 (2016) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2015.1090404
Schlagwörter	Epistemology; Barriers; Psychological Evaluation; Special Education; Student Needs; Social Justice; Educational Psychology; Psychologists; Individual Power; Social Discrimination; Responsibility; Case Studies; Social Theories; Hermeneutics + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Psychosoziale Beurteilung; Special needs education; Sonderpädagogik; Sonderschulwesen; Soziale Gerechtigkeit; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Eigeninitiative; Soziale Benachteiligung; Soziale Schließung; Verantwortungsübernahme; Zuständigkeit; Case study; Fallstudie; Case Study; Gesellschaftstheorie; Hermeneutik
Abstract	There has been brief but important discussion regarding the concepts of "oppression" and "anti-oppression" in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of "epistemological oppression" is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01