The Community Psychologist as Critical Friend: Promoting Critical Community Praxis

Abstract

Community-engaged researchers have a responsibility to community partners to get beyond the traditional researcher stance to take on the active role of critical friend. On the basis of my own community research experiences in the USA, in this article, I argue that there is added value in taking on the practice of critical friendship to encourage a higher degree of critical reflection and critical practice in our partners and in our work together. In the context of long-term, trusting relationships with community partners, researchers can play the role of critical friend working together to shape critical community praxis on the basis of critical theorizing, critical reflection, and a shared commitment to working for social justice. Those trying to make a difference in communities are often isolated and can benefit from opportunities for dialogue with other community practitioners within a critical frame of reference. Although not without risks and challenges, stepping into this role allows us to put into sharper relief the gap between community practice that challenges injustice and practice that maintains it.

A Critical Role of the Psychologist: A Way to Achieve Complexity in Educational Psychology

“…This critical and complex educational psychology can support this response relevant to the current educational situation through at least two tools: the first being the institutional metacognition, a tool for school management that, based on reflection and participatory dialog, can contribute to the search of intentional and significant actions in the learning and coexistence of the educational community and school organization [40]; while the second is the role of a critical friend, a performance that educational psychologists can achieve, through advisory instances that seek to promote resignification for change, both on a personal and institutional level [41,42].…”

“…A second element of support for the tasks outlined above is the notion of a critical friend as central role of the educational professional; this idea of a critical friend establishes the figure of an agent that questions and promotes the change of educational actors through communication and reflection, guiding these agents to impose significant changes in their decisions and actions [41][42][43]. The role of the critical friend is characterized by its empowering nature, to the extent that its action is oriented to promote collaborative work, potentially contributing to generate a global vision of the school [44], and above all, to favor reflective processes on the practices, make explicit assumptions and beliefs that can facilitate the transformation of educational discourses and practices [45].…”

Community praxis: Exploring a community engagement framework for restorative justice in British Columbia, Nova Scotia, and Bangladesh

“…In a community setting, praxis includes theorizing ideas, coordinated action by practitioners, and reflection by community members (Evans, 2015). Community praxis implies practices that are grounded in theory.…”

Fight, Flight, or Remain Silent? Juggling Multiple Accountabilities throughout the Formative Stage of a Neighborhood Revitalization Initiative

“…His recent appointment to his position, we imagine, would have increased his desire for success. Although we had originally hoped our role would encompass that of being a critical friend (Evans, )—gently challenging assumptions and actively critiquing processes that are disempowering and oppressive—or consultant —able and willing to share useful tools and frameworks for community engagement—we found ourselves positioned by the public housing office to be objective observers . As such, we were responsible for attending and documenting all events, meetings, and activities related to the project.…”