Embedding the Power Threat Meaning Framework to Promote Global Anti-Oppressive Educational Psychology practice

Article

Browne, L., Foster, B., John, R. and O'Leary, S. 2024. Embedding the Power Threat Meaning Framework to Promote Global Anti-Oppressive Educational Psychology practice. Educational Psychology Research and Practice. 10 (1), pp. 1-12. https://doi.org/10.15123/uel.8yv8q
AuthorsBrowne, L., Foster, B., John, R. and O'Leary, S.
Abstract

There is a recognition of the need for Educational Psychologists (EPs) to work in more globally responsive ways, given the acknowledgement of the oppressive roots of EP practice towards the global majority. Within the UEL Professional Doctorate in Educational and Child Psychology programme, there has been a movement towards increasing critical reflection on this history and the exploration of tools for anti-oppressive practice. The Power Threat Meaning Framework (PTMF) fits with a critical psychology approach by viewing people’s emotional distress in response to their experiences. This paper explores how colleagues at UEL have applied the principles of the PTMF in various ways through research and practice. The authors conclude that using the PTMF in EP practice can provide opportunities to disrupt the flow of oppressive power, and recommendations for practice are provided.

JournalEducational Psychology Research and Practice
Journal citation10 (1), pp. 1-12
ISSN2059-8963
Year2024
PublisherSchool of Childhood and Social Care, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8yv8q
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Online2024
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Deposited16 Dec 2024
Copyright holder© 2024, The Authors
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