Social justice in educational psychology: Understanding and practice.
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| Title: | Social justice in educational psychology: Understanding and practice. |
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| Authors: | Embeita, Carina (AUTHOR), Birch, Susan (AUTHOR) |
| Source: | Educational & Child Psychology. Jun2024, Vol. 41 Issue 2, p77-107. 31p. |
| Subjects: | Social justice, Educational psychology, Equality, Cultural competence, Fairness |
| Abstract: | Aim: This review explores literature reporting EPs' understanding of social justice principles and how these may be put into practice. Method: A literature search was conducted to identify recent empirical studies of relevance to the review focus. Eight studies were selected and appraised. Themes from the studies were synthesised utilising a framework synthesis approach. Findings: Themes relating to EPs' understanding of social justice suggested that the construct is understood as centring around five main areas: fairness, equity and equality, awareness, advocacy and cultural competence. EPs working at a systemic level and taking personal responsibility for action against injustice were identified as themes in relation to the application of SJ. Limitations: The preponderance of US-based literature and the review's scope limit the generalisability of the review findings. Conclusion: The need to work systemically, develop cultural competence and be aware of one's own and clients' backgrounds are highlighted as necessary for socially just EP practice. A practice Audit Tool, developed from the review findings and through an initial consultation with stakeholders, is proposed as a starting point for individuals and services exploring and evaluating the development of socially just EP practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim: This review explores literature reporting EPs' understanding of social justice principles and how these may be put into practice. Method: A literature search was conducted to identify recent empirical studies of relevance to the review focus. Eight studies were selected and appraised. Themes from the studies were synthesised utilising a framework synthesis approach. Findings: Themes relating to EPs' understanding of social justice suggested that the construct is understood as centring around five main areas: fairness, equity and equality, awareness, advocacy and cultural competence. EPs working at a systemic level and taking personal responsibility for action against injustice were identified as themes in relation to the application of SJ. Limitations: The preponderance of US-based literature and the review's scope limit the generalisability of the review findings. Conclusion: The need to work systemically, develop cultural competence and be aware of one's own and clients' backgrounds are highlighted as necessary for socially just EP practice. A practice Audit Tool, developed from the review findings and through an initial consultation with stakeholders, is proposed as a starting point for individuals and services exploring and evaluating the development of socially just EP practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2024.41.2.77 |
