Epistemological Diversity, Constructionism, and Social Justice Research in School Psychology

Abstract

Calls for school psychology researchers to produce scholarship explicitly centered on social justice have grown in recent years. There is a growing community of scholars dedicated to this research area but the knowledge base produced so far remains narrow and constrained in nature. We connect the constrained nature of this scholarship to the epistemological dominance of objectivism which has manifested in many ways, including calls to standardize the meaning of social justice. Social justice researchers must produce their research (whether qualitative, quantitative, or mixed) within the confines of objectivist culture even though social injustice exceeds the constraints of any one epistemological framework. We argue that in order to foster social justice research in school psychology, a plurality of epistemologies is crucial. We present the epistemology of constructionism, and provide various examples of what an epistemologically diversified approach to school psychology research, practice and teaching in social justice may look like.

Impact Statement

The authors critique the restrictive role of objectivism in social justice-related research in school psychology. This paper can assist the field of school psychology to broaden its epistemological boundaries through constructionism which in turn can allow equity-oriented school psychologists to have a deeper engagement with issues of power, inequity, and injustice in research, practice, and teaching.

Keywords:

• Methodology
• diversity
• qualitative
• quantitative
• mixed methods research

Associate Editor:

• Samuel Y. Song

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Sujay V. Sabnis

Sujay Sabnis received his PhD in School Psychology from the University of South Florida. He is a Nationally Certified School Psychologist (NCSP). Sujay’s research interests include critical race theory, critical qualitative methodologies, consultation, and policy analysis in K–12 public education. He is an assistant professor at Miami University and teaches courses on consultation, multiculturalism, and school psychology practicum.

Daniel S. Newman

Daniel S. Newman is an Associate Professor in the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His research focuses on school consultation practice and training, clinical supervision, and professional issues in school psychology. He currently serves as Editor of the Journal of Educational and Psychological Consultation.