An International Social Justice Agenda in School Psychology? Exploring Educational Psychologists' Social Justice Interest and Practice in England

Autor/inn/en	Schulze, Joanne; Winter, Laura Anne; Woods, Kevin; Tyldsley, Kath
Titel	An International Social Justice Agenda in School Psychology? Exploring Educational Psychologists' Social Justice Interest and Practice in England
Quelle	In: Journal of Educational and Psychological Consultation, 29 (2019) 4, S.377-400 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schulze, Joanne) ORCID (Winter, Laura Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2018.1531765
Schlagwörter	Foreign Countries; Social Justice; School Psychology; School Psychologists; Educational Psychology; Attitudes; Ethics; Power Structure; Social Bias; World Views; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Erziehungspsychologie; Pädagogische Psychologie; Attitude; Einstellung; Verhalten; Ethik; World view; Weltanschauung
Abstract	Social justice has been suggested as a possible global moral framework for school psychology. It is, however, culturally understood and research suggests that the engagement with "social justice" in school psychology has been largely limited to a U.S. context. This project sought to extend international understandings and practices of social justice in school psychology. A thematic analysis of nine interviews with educational psychologists based in England was conducted. Social justice was defined as complex, and participants suggested it is important to educational psychology practice in part because of current cuts to public services and educational reforms. Findings also indicated a role for social justice consultation, building relationships, and engaging with broader macrolevel work to enact a social justice agenda. We discuss these findings in relation to previous literature, concluding that our research begins to document the seeds of a broader social justice agenda in school psychology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01