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Social justice in educational psychology: Understanding and practice.

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Title: Social justice in educational psychology: Understanding and practice.
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]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Social justice in educational psychology: Understanding and practice.
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  Data: <searchLink fieldCode="AR" term="%22Embeita%2C+Carina%22">Embeita, Carina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Birch%2C+Susan%22">Birch, Susan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jun2024, Vol. 41 Issue 2, p77-107. 31p.
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  Data: <searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsecp.2024.41.2.77
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        Text: English
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      – SubjectFull: Social justice
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      – SubjectFull: Equality
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      – SubjectFull: Cultural competence
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      – SubjectFull: Fairness
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              Text: Jun2024
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