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A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice

Sewell, Alexandra (2015) A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32 (1). pp. 1-12. ISSN Print: 0266-7363 Online: 1469-5839

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Abstract

There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaningmaking and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration.

Item Type: Article
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Uncontrolled Discrete Keywords: epistemological oppression, anti-oppressive practice, assessment of special educational needs, psychological assessment, child and young person's voice
Subjects: L Education > LB Theory and practice of education
Divisions: College of Arts, Humanities and Education > School of Education
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Depositing User: Alexandra Sewell
Date Deposited: 29 Jan 2020 16:52
Last Modified: 17 Jun 2020 17:34
URI: https://eprints.worc.ac.uk/id/eprint/9119

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