A Participatory Research Project Exploring Educational Psychologists’ Engagement with Whiteness, White Privilege and Developing Anti-Racist Practice.
Prof Doc Thesis
Bateman, A. 2023. A Participatory Research Project Exploring Educational Psychologists’ Engagement with Whiteness, White Privilege and Developing Anti-Racist Practice. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.8wwx7
|Type||Prof Doc Thesis|
The educational psychology profession has acknowledged the Whiteness of psychology. Now, the profession is being called to action to challenge racial inequalities and bring about meaningful change to develop anti-racist practice.
Through a participatory approach, the primary researcher adopted the role of facilitator, recruiting a team of co-researchers to explore what research could be undertaken to add value to understanding and engagement relating to Whiteness, White privilege and anti-racist practice in educational psychology.
The primary researcher’s understanding of race, racism and racial privilege is situated in an ecological context and the research was undertaken from the position of Critical Realism. Three educational psychology services in the UK volunteered to participate. The person-centred planning tool PATH (Planning Alternative Tomorrows with Hope) was used to collect data. Data were then analysed using a reflexive thematic analysis which focused on five main themes to address the primary research question.
The findings offer suggestions for how educational psychologists can develop their understanding of Whiteness, White privilege and anti-racist practice, generated by educational professionals in the field. The findings also highlight current barriers and facilitators to developing understanding and practice for three educational psychology services in the UK. The primary researcher proposes that the final thematic map demonstrates an action plan for participants.
It is hoped that the final thematic map may also be applicable as a model for reflection and development for the profession more widely, supporting educational psychologists to develop understanding of Whiteness, White privilege and anti-racist practice. To end, the current research is critically evaluated. Tentative implications for educational psychology practice and opportunities for future research are suggested.
|Keywords||Anti-racist practice; Development; Educational Psychology; Whiteness; White privilege|
|Publisher||University of East London|
|Digital Object Identifier (DOI)||https://doi.org/10.15123/uel.8wwx7|
File Access Level
|Online||31 Oct 2023|
|Publication process dates|
|Completed||21 Jun 2023|
|Deposited||31 Oct 2023|
|Copyright holder||© 2023, The Author|
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