Abstract
This paper locates the educational psychologist’s (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP’s involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their ‘proper place’ and their activity is determined in terms of its ‘proper function’. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.
Highlights
This paper looks at the role of educational psychology within a social justice framework
The grain in the machine which interrupts the flow for the educational psychologist (EP), which makes her say something to change the flow of the meeting, can be read as a moment when the psychologist’s intervention allows justice to emerge within the distributed layers that are there to ensure social justice
The EP in the vignette has let herself feel the discomfort of her qualms and is able to reflect on their appearance in her thoughts
Summary
This paper looks at the role of educational psychology within a social justice framework. The role of the educational psychologist, we argue, is to be one of ‘dissent’ within a Rancièrian perspective, giving social justice structures the possibility to be just. This philosophical oriented paper uses a vignette as a stimulus to the ensuing discussion about structures that are established to bring about social justice and how the EP works within them. The story is continued in the second part in which we argue that EPs with their training and critical formation are well placed to be the dissenting voice in the structures discussed in the first section This vignette is not constructed from data gathered from empirical research. The impact aimed for is that practitioners question their practice and their role within the structures where they practice
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
