Bringing Social Justice Principles into School Psychology Research

Autor/inn/en	Parris, Leandra; Sabnis, Sujay; Shriberg, David; Sullivan, Amanda L.; Proctor, Sherrie L.; Savage, Todd
Titel	Bringing Social Justice Principles into School Psychology Research
Quelle	In: Communique, 48 (2019) 2, S.6-8 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	School Psychology; Social Justice; Power Structure; Disadvantaged; Counselor Role; School Psychologists; Social Differences; Advocacy; Cultural Influences; Social Bias; Interdisciplinary Approach; Educational Practices; Equal Education; Outcomes of Education; Epistemology + Suchen Sie Ihr Suchwort? Schulpsychologie; Soziale Gerechtigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sozialer Unterschied; Sozialanwaltschaft; Cultural influence; Kultureinfluss; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungspraxis; Lernleistung; Schulerfolg; Erkenntnistheorie
Abstract	Social justice has been defined as fair and equitable distribution of resources, rights, representation, and treatment for marginalized people who do not possess equal power in society (Linnemeyer, Nilsson, Marszalek, & Khan, 2018). As a theoretical concept, social justice is an emergent area of inquiry in school psychology (Johnson, Bahr, & Navarro, 2017); thus, many school psychologists may be unsure of how social justice applies to their various roles and responsibilities. Malone and Proctor (2019) discussed how social justice is integral to school psychology practice and advocacy. In this article, the authors extend the conversation to school psychology research. Social justice research engages critically with structural inequities, oppressive forces, and power-laden discourses with the aim of creating a just and equitable society. Often used as one tool of advocacy, social justice research is the intentional use of inquiry to examine existing inequities or injustices, and ways to overcome them. In school psychology, this could involve investigating how cultural dynamics play out in the society, and the material or experiential consequences these have on historically marginalized groups. Additionally, it could involve research to understand not only what works, but why and how it works for different populations, particularly those who have been and are currently discriminated against, marginalized, and underserved, in schools and broader society. Research influences practice, and a stronger social justice research base is critical to moving social justice forward in the profession; as such, this article first delineates critical considerations for building a social justice research base in school psychology. Because social justice-oriented research responds to the existing social conditions, there is no universally agreed upon consensus about the characteristics of social justice research. The nature of such research is ever-changing, just like the society to which it responds. Nevertheless, the authors present an agenda for socially just research that values self-criticality and transdisciplinary work while promoting diversity in terms of epistemological considerations and research designs. They end the article with a discussion of ways school psychologists can use social justice research in their day-to-day practice to effect socially just outcomes for underserved, marginalized, and vulnerable student populations. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01