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Autor/inLópez, Francesca
TitelCan Educational Psychology Be Harnessed to Make Changes for the Greater Good?
QuelleIn: Educational Psychologist, 57 (2022) 2, S.114-130 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0046-1520
DOI10.1080/00461520.2022.2052293
SchlagwörterEducational Psychology; Racism; Educational Change; Equal Education; Elementary Secondary Education; Critical Race Theory; Controversial Issues (Course Content); Educational History; Civil Rights; Bilingual Education; Ethnic Studies; Court Litigation; Civil Rights Legislation; Federal Legislation; Educational Legislation; Access to Education; Self Concept; Sociocultural Patterns; Learning Theories; Teacher Expectations of Students
AbstractAs the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field's lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology's future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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