Towards a Really Social Psychology: Liberation Psychology Beyond Latin America

Burton, Mark; Kagan, Carolyn

doi:10.1007/978-0-387-85784-8_3

Cited by 30 publications

(34 citation statements)

References 41 publications

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“…The external agents bring knowledge and tools for change. Through this relationship, social justice can be achieved (Burton & Kagan, 2009). …”

Section: Liberation Psychologymentioning

confidence: 98%

“…The notion of liberation was introduced by Freire whose work strongly influenced Latin American social sciences (Flores Osorio, 2009). Recently, several social psychologists have recognized the relevance of this theoretical approach to research in other cultural contexts (Adams et al, 2006;Burton & Kagan, 2009). Adams et al (2006) and Nelson (2010) used this framework in order to more fully understand the racial differences in perceptions of the U.S. government's response to Hurricane Katrina.…”

Section: Liberation Psychologymentioning

confidence: 99%

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What's Race Got to Do with It? Responses to Consumer Discrimination

Evett

Hakstian

Williams

et al. 2012

Anal Soc Iss & Public Policy

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Consumer discrimination occurs when sales clerks and other store employees, including security personnel, treat customers differently because of their race or ethnicity. The goal of the present research was to examine how participants perceived a case of consumer discrimination and what actions they felt the victim should take. Based on Robinson's theory of perceptual segregation, we examined whether the perceptions and responses of white participants differed from those of people of color. We also drew on the liberation psychology tenets of conscientization and de-ideologization with particular emphasis on taking the perspective of the oppressed, by measuring participants' level of perceived societal discrimination. These two individual difference variables (participant race and perceived societal discrimination) significantly predicted participants' perceptions of the situation and their emotional responses, which, in turn, mediated how they thought the customer should respond.When New Yorker Denise Simon goes shopping, she is always on guard. She carries a small bag, keeps her hands visible whenever possible, and makes an effort to be overly friendly to sales clerks. She doesn't have any reason to be wary except for one thing-she happens

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“…The external agents bring knowledge and tools for change. Through this relationship, social justice can be achieved (Burton & Kagan, 2009). …”

Section: Liberation Psychologymentioning

confidence: 98%

Section: Liberation Psychologymentioning

confidence: 99%

What's Race Got to Do with It? Responses to Consumer Discrimination

Evett

Hakstian

Williams

et al. 2012

Anal Soc Iss & Public Policy

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show abstract

“…Based on this study’s findings we can make the following critical conclusions about the current status quo as it relates to how LD is currently constructed in schools’ and society’s everyday practices: (1) we need to move beyond the medical–psychological model of disability to foregrounding the psycho–emotional disablement (Thomas ) of students with LD; (2) acknowledge the different ways in which students labeled with LD experience LD at their intersections, (3) and the social construction of LD through LD emotions, both internally and externally, within educational contexts, in and around schools. Last, Sophia’s experience illuminates (4) the need for disability identity development that can be facilitated from a liberation psychology (Burton and Kagan ) and the DS and community psychology approach of resilience (Runswisk‐Cole and Goodley ).…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Re‐Framing Master Narratives of Dis/ability through an Affective Lens: Sophia Cruz’s LD Story at Her Intersections

Hernández-Saca

2019

Anthropology & Edu Quarterly

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Learning disabilities (LD) researchers have produced a knowledge base about the academic side of LD. A gap exists concerning the experiences of individuals with LD, particularly their feelingmeaning-making about having LDs. Based on a three-year qualitative study using critical ethnographic methods, I center Sophia Cruz's experiences with LD and the label. Sophia experienced the hegemony of smartness and disability micro-aggressions, and voiced the idea that LD is a complex multifaceted construct. I discuss implications for the LD field. [learning disabilities, affect, Latina/os, intersectionality, sociocultural, affective historical developmental perspectives]Learning disabilities (LD) researchers have produced a wealth of knowledge about the cognitive dimensions of LD, including educational and psychological interventions. Although there is a robust knowledge base on socioemotional aspects of LDs, there is a significant need to renew this work. A significant gap in the LD field is the lived experiences of individuals with LD, particularly in regard to their affective and emotional sense-making about having LDs that foregrounds culture and equity (Arzubiaga et al. 2008). Thus, I seek to examine the intersectional lives of Latina/o students with LD, their emotion-laden talk (cf. Edwards 1999; Moir 2005; Prior 2016) about being labeled with LD, and their understanding of the idea of LD.Research on the social and emotional dimensions of LD outlines a litany of deficits that these students suffer from, including but not limited to negative emotional and social conditions such as depression, anxiety, suicidal thoughts, and difficulty making friends leading to loneliness (Al-Yagon 2007;Bryan et al. 2004). Deficits in social and cognitive perception (Petti et al. 2002) and social competence (Hagger and Vaughn 1997) have also been documented. Hyperactivity, aggression, teasing, and bullying-as both the target and predator-can also be associated with the social and emotional profiles of students with LD (Forness and Kavale 1997).One key assumption in the LD field is that emotional and social impairments are exclusively located "in the individual." In contrast, I assume the distinctive traits of children and youth with LD are emotionally, socially, culturally, and historically bound and mediated. For this reason, it is critical that we document the perspectives and experiences of people with LDs at their intersections of social categories of difference. A handful of studies grounded in this perspective demonstrate that the lives of students with LD involve their creative navigation of multiple social and emotional worlds that include class, race, and gender and not only dis/ability (Connor, 2006(Connor, , 2008(Connor, , 2009Ferri and Connor 2010;Ferri and Gregg 1998). However, missing in this work is an interdisciplinary, focused, and robust theorizing of affect, emotionality, intersectionality, and the role of sociocultural historical developmental perspectives in the lives of students with LD. We need research that shed...

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“…To look for evidence of 'conscientisation' is to look for growing self-awareness and self-esteem, and most importantly, critical reflection. Liberation psychology perspectives are not precious about method: indeed, plurality of method is encouraged (Burton and Kagan 2009). Thus, we have deliberately set out to explore the links between arts and social change via two projects; one, a qualitative, action research study and the other, a quasi-experimental study.…”

Section: Community Artsmentioning

confidence: 98%

“…The lens of liberation psychology Burton and Kagan (2009) identified a number of key characteristics of a liberation psychology perspective. These included: 'conscientisation'; 'realismo-critico' and 'deideologisation'; the social-societal orientation, 'the preferential option for the oppressed majorities' and methodological eclecticism.…”

Section: Community Artsmentioning

confidence: 99%

Participation in community arts: lessons from the inner-city

Clennon

Kagan

Lawthom

et al. 2015

International Journal of Inclusive Education

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In this paper, we critically reflect, through the lens of liberation psychology, on our experiences of using participative community arts in work with young people and intergenerational groups in inner-city Manchester, UK. We used mixed methods to examine the impact of and engagement with community arts in two projects. One study was quasi experimental in design and used questionnaires developed by the researchers to compare Higher Education aspirations with levels of self-esteem and self-efficacy, as a result of participating in creative music sessions. The other study was a multi-media action research project, using qualitative methods to explore participant experience and the impact of the activities. Our methods included observations, interviews, the creative products and the creative processes. Through our critical reflections, we examine the role of power and powerlessness in participative arts, as well as ways in which participation had the potential to enable 'conscientisation', which in turn had the potential to lead to selfempowerment and motivation for action. Both projects demonstrated the importance of forming 'communities of practice' with a diverse range of stakeholders in order to gain maximum impact from the projects and move towards a position of collaborative governance. We found that this approach was a useful starting point for facilitating 'collaborative governance' for wider social and political change.

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Towards a Really Social Psychology: Liberation Psychology Beyond Latin America

Cited by 30 publications

References 41 publications

What's Race Got to Do with It? Responses to Consumer Discrimination

What's Race Got to Do with It? Responses to Consumer Discrimination

Re‐Framing Master Narratives of Dis/ability through an Affective Lens: Sophia Cruz’s LD Story at Her Intersections

Participation in community arts: lessons from the inner-city

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