International perspectives on social justice: Introduction to the special issue

Abstract

The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions

“…In the pursuit of equity, the human rights-based approach holds particular significance, positioning school psychologists and other professionals in the educational sphere as ìadvocates for the rights of the childî in compliance with the UN Convention on the Rights of the Child (Nastasi & Naser, 2020). Similarly, the social justice perspective within school psychology and other disciplines advocates for non-discriminatory practices, the empowerment of families and communities, and the establishment of equitable schools and communities while safeguarding studentsí rights and fostering opportunities (Grapin & Shriberg, 2020).…”

Working together towards social justice, anti-racism, and equity: a joint commitment fromschool psychology international and journal of educational and psychological consultation

“…However, this goal cannot be achieved without acknowledging and incorporating scholarship that challenges discriminatory systems and practices. Although the journal has published a number of articles that apply social justice frameworks (e.g., Garbarino & Briggs, 2014; Grapin & Shriberg, 2020 article and special issue; Pillay, 2014; Shriberg & Clinton, 2016) and multicultural principles (e.g., Bartolo, 2010; Olson & Wilczenski, 1995; Parris et al., 2018; Rogers et al., 1999; Vega & Plotts, 2019), it has few examples of work specifically focused on disrupting individual and structural racism (for one example see Graves 2009, who calls out the field’s failure to recognize the historical contributions of school psychologists of color). Moreover, our own identities as U.S.-based, White women in editorial roles mean that our worldviews are inevitably influenced by racial privilege as well as Western notions of racism and social justice.…”