This series is being launched to provide ongoing opportunities to discuss critical issues impacting educational psychology scholars in the early stages of their careers. A major aim of this series is to engage, learn, and share ideas and resources as we consider how our teaching, scholarship, and service can be responsive to our students and the communities we work with.
Part I: Diversifying and Critically Discussing Readings in Educational Psychology Doctoral Seminars
Goal: Discuss strategies to facilitate critical thinking and engagement with diverse and critical perspectives in our educational psychology courses.
Date: 9/24 3pm EST
Register HERE to attend (Please complete by Monday 9/21; Zoom link will follow to those who have registered).
Resource: BIPOC authored psychology papers
Questions for discussion:
1) Identifying and understanding the problem:
- What are deficit perspectives and/or messages embedded within dominant ed psych frameworks regarding students from historically marginalized populations?
- How can cultural and critical frameworks inform asset based approaches?
2) Supports and strategies to identify and reframe deficit perspectives of historically marginalized student subgroups:
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What questions should we (instructor, students) be asking to critically examine readings in our courses?
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What steps can we take to adjust and stop perpetuating the cycle of deficit framing in how we write, read, and interpret scholarship (and what are checks and supports for this effort)?