ERIC Number: EJ1266117
Record Type: Journal
Publication Date: 2020-Sep
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0164-775X
EISSN: N/A
Intersectionality as a Prism for Situating Social Justice at the Intersection of Marginalization and Discrimination
Proctor, Sherrie L.
Communique, v49 n1 p1, 30-32 Sep 2020
Mirroring national dialogue in the United States, intersectionality is gaining traction in school psychology practice and research. In fact, work (e.g., National Association of School Psychologists [NASP], 2017b; Proctor, Kyle, Fefer, & Lau, 2018) in the school psychology literature and research is influencing the way other education related fields conceptualize the use of intersectionality in their preservice training, particularly efforts to promote social justice for students with disabilities (see Miles & Monaco, 2019). Recently, NASP adopted social justice as one of its five strategic goals (NASP, 2017a). As school psychologists across settings engage in the important work of both understanding what social justice means to their practice and research (see Malone & Proctor, 2019; Parris, Proctor, et al., 2019) and facilitating social justice for populations who are marginalized (see Proctor, Guttman-Lapin, & KendrickDunn, 2019), a keen knowledge of the relationship between social justice and intersectionality is warranted. Thus, the main aims of this article are to spotlight intersectionality as a tool for social justice, explain how intersectionality has been misunderstood and misappropriated in popular culture and some corners of academia, and offer ways in which intersectionality can support social justice efforts in school psychology training and research.
Descriptors: Social Justice, Educational Philosophy, School Psychology, Strategic Planning, Disadvantaged, Correlation, Misconceptions, Popular Culture, Social Discrimination, Racial Discrimination
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A