Decolonizing school psychology research: A systematic literature review

Grant, Stephanie; Leverett, Patrice; D’Costa, Stephanie; Amie, Kandyce Anderson; Campbell, Stephanie McCullough; Wing, Sydney

doi:10.1111/josi.12513

Cited by 21 publications

(15 citation statements)

References 49 publications

(55 reference statements)

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“…9. Although acknowledgment of positionality has been a staple of qualitative methodology, recent scholarship has started to emphasize the need for quantitative methodologists to also acknowledge the extent to which their positionality shapes their research process (Grant et al, 2022) Importantly, positionality includes an acknowledgement of social location, privilege and power and the manner in which one's own racial identity shapes the types of questions being asked, the manner and purpose of data analyses, the interpretations and implications offered. Although there is a current push to make researcher positionality explicit, in race-related research this is not a new call, as noted by Helms's (1993) exhortation for White researchers to "consider how their own resolved and unresolved issues of race/ ethnicity potentially color their cross-cultural perception" (p. 240).…”

Section: Althoughmentioning

confidence: 99%

Dismantling and eradicating anti-Blackness and systemic racism.

Pieterse¹,

Lewis²,

Miller³

2023

Journal of Counseling Psychology

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Anti-Blackness and systemic racism are long-standing pressing social issues that have received increasing attention in the counseling psychology literature. However, the past few years have demonstrated what can only be described as an emboldening of anti-Blackness-the brutal individual and systemic threats of emotional and physical violence and loss of life that Black individuals and communities face on a daily basis-and a harsh reminder of the systemic racism that continues to threaten the well-being of Black, Indigenous, and People of Color. In this introduction for the special section on Dismantling and Eradicating Anti-Blackness and Systemic Racism, we provide readers an opportunity to pause and reflect on the ways in which those of us in the field can more intentionally seek to disrupt anti-Blackness and systemic racism. We believe that counseling psychology has an opportunity to increase its real-world relevance as an applied specialty area of psychology to the degree to which it evolves its ways of disrupting anti-Blackness and systemic racism in every content area and domain of the field. In this introduction, we review exemplars of work that helps the field re-envision its approaches to anti-Blackness and systemic racism. We also offer our perspectives on additional ways in which the field of counseling psychology can increase its relevance and real-world impact in 2023 and beyond. Public Significance StatementThis article introduces a special section on advancing efforts to dismantle and eradicate anti-Blackness and systemic racism through the application of counseling psychology science and practice and highlights the pressing need for the field to re-envision its approach to the work.

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Section: Althoughmentioning

confidence: 99%

Dismantling and eradicating anti-Blackness and systemic racism.

Pieterse¹,

Lewis²,

Miller³

2023

Journal of Counseling Psychology

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“…Disciplinary discourse typically positions school psychologists as "saviors of children in need" (Grant et al, 2022, p. 346) who work to improve outcomes for students from marginalized communities. Grant et al (2022) argue that this framing not only "obfuscates troubling underpinnings of the field that are rooted in white supremacist, colonial assumptions" (p. 346), but also insufficiently recognizes the extent to which school psychologists discipline students from marginalized communities into dominant ways of being through practices of labeling, gatekeeping, and forced compliance with Eurocentric standards.…”

Section: Confronting Professional Disciplinementioning

confidence: 99%

“…Disciplinary discourse typically positions school psychologists as "saviors of children in need" (Grant et al, 2022, p. 346) who work to improve outcomes for students from marginalized communities. Grant et al (2022) argue that this framing not only "obfuscates troubling underpinnings of the field that are rooted in white supremacist, colonial assumptions" (p. 346), but also insufficiently recognizes the extent to which school 4 The article is an empirical companion to the ideas that Bou Zeineddine (2018) presented in a SPSSI webinar on decolonial approaches to psychological study of social issues. (A video recording of the webinar is available here: https://www.…”

Section: Confronting Professional Disciplinementioning

confidence: 99%

“…In the first article, Grant et al. (2022) consider manifestations of coloniality in the application of knowledge within the field of school psychology. Disciplinary discourse typically positions school psychologists as “saviors of children in need” (Grant et al., 2022, p. 346) who work to improve outcomes for students from marginalized communities.…”

Section: Overview Of Contributions To the Second Installmentmentioning

confidence: 99%

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Psychology as a site for decolonial analysis

Adams

Ratele

Suffla

et al. 2022

Journal of Social Issues

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This article provides a conceptual introduction to the second installment of a two‐issue collection of work on decolonial approaches to the psychological study of social issues. Whereas papers in the first installment consider decoloniality as a social issue for psychological study, papers in this second installment consider psychology as a site for decolonial analysis. In this article, we briefly review key concepts from decolonial theory (e.g., the coloniality of modernity, distinct from historical colonialism). We then discuss manifestations of epistemic violence in hegemonic psychology that require intervention. Epistemic violence is (not merely) a matter of epistemic exclusion of racialized others from the knowledge production process, imperialist imposition of white‐washed knowledge products as universal standards without regard to context, or pathologizing forms of explanation that construct racial others as deviants in light of white‐washed standards (i.e., epistemological violence; Teo, 2010). In addition, epistemic violence in psychology includes forms of harm (e.g., zero‐point epistemology and individualist lifeways) associated with its modern/colonial roots. Accordingly, a decolonial approach to the psychological study of social issues may require refusal of the discipline of psychology.

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“…As a whole, the field of school psychology has become increasingly attuned to its historical and contemporary role in perpetuating systemic racism, particularly anti-Black racism in the United States. Scholars have pointed to evidence of racism across all areas of school psychologists' professional work, including their research (e.g., Grant et al, 2022), practice (e.g., Albritton et al, 2021), and training (e.g., Proctor & Truscott, 2012). One critical yet often overlooked way in which school psychologists have perpetuated racism is through the recounting of their field's history.…”

mentioning

confidence: 99%