Counterstories: Disrupting whiteness and heteronormativity in educational psychology research

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Ji Hong , Dionne Cross Francis , Faqryza Ab Latif , Taylor Roloff , Jing Zhao , Paul Schutz
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引用次数: 0

Abstract

In this article, we demonstrate how incorporating tenets of Critical Race Theory (CRT), in particular the centrality of race and racism, intersectionality, and counterstories, can give visibility, voice, and agency to multiple marginalized and underrepresented (MMU) teachers’ experiences while challenging majoritarian perspectives. In particular, we discuss our ontological and epistemological assumptions, which counter the objective, value-free assumptions, and how they align with the methodological approach of critical narrative inquiry. We provide useful guidelines for “how to” conduct critical research, in relating with participants, collecting data, analyzing data, and ensuring rigor of research. By showcasing why and how to humanize research, we support the educational psychology community to move forward to disrupt whiteness and heteronormativity, which is a necessary step in building scholarship where all students’ and teachers’ experiences are validated and equitably represented.
反故事:教育心理学研究中的白人化与异性恋
在本文中,我们展示了如何结合批判种族理论(CRT)的原则,特别是种族和种族主义的中心地位、交叉性和反故事,可以在挑战多数主义观点的同时,为多个边缘化和代表性不足(MMU)教师的经历提供可见性、发言权和代理。特别是,我们讨论了我们的本体论和认识论假设,这些假设与客观的、价值无关的假设相反,以及它们如何与批判性叙事探究的方法论方法相一致。我们为“如何”进行批判性研究提供了有用的指导方针,包括与参与者的关系、收集数据、分析数据以及确保研究的严谨性。通过展示为什么以及如何使研究人性化,我们支持教育心理学社区向前迈进,打破白人和异性恋规范,这是建立奖学金的必要步骤,在奖学金中,所有学生和教师的经验都得到验证和公平代表。
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来源期刊
Contemporary Educational Psychology
Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
16.50
自引率
3.90%
发文量
74
期刊介绍: Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.
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