Counterstories: Disrupting whiteness and heteronormativity in educational psychology research

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-01-18 DOI:10.1016/j.cedpsych.2025.102343

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.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

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.