Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.

Can educational psychology be harnessed to make changes for the greater good?

a "melting pot" in which differences would gradually disappear began to adjust to a perspective of our society as a kind of "salad bowl" wherein each group reflected its unique identity and its American experience. While a multicultural view of society and education has not fully taken hold, the concept has provided educators with a framework in which to advocate program development and change that is not based on a deficit model of students and

Multiculturalism: Some principles and issues

Conventional wisdom about curriculum holds that change occurs slowly after extensive design and planning that includes active participation of teachers. A survey of the professional literature, curriculum guides, textbook advertisements, and newspaper articles from the World War II era suggests that, under some conditions, change can be imposed and occur rapidly. Textbooks on air power reached the market quickly for new courses, offerings in German declined dramatically, and courses in preflight, radio, and electricity appeared. In social studies, geography and selected aspects of democratic heritage in United States history were emphasized at the expense of ancient history. Despite some calls for indoctrination of democracy as a faith, educational commissions stressed global awareness, international cooperation, and interdependence of nations as important goals for the social studies. Subsequent events beyond the chronological scope of this paper resulted in some regression in the decade after t...

Some Possible Effects of World War II on the Social Studies Curriculum.

The purpose of this study was to examine the nature of multicultural education in educational literature over a ten year period, 1977-1987. The evolution of multicultural education since its firs_ t inclusion into the Education Index, 1977, was of major concern. The researcher wanted to know how the development of multicultural education was influenced by the scholarly writing of that period. Two hundred-twenty articles listed under the multicultural education heading in the Education Index from 1977-1987 were used as data for this study. Sixty-two articles that appeared in journals in 1977 were used to identify the early common themes of multicultural education. The remaining years covered in this study, 1978-1987, were divided into two periods: Period I: 1977-1983 and Period II: 1983-1987. The writings taken from the articles from both periods, I and II, were used for interpretation and analysis of the evolution of the themes identified from the 1977178 index. Five multicultural education themes were identified: ethnic minority, culture, teachers, language, and schools. The ethnic minority theme weakened as the years progressed from 1977-1987. The interest was later focused on all ethnic groups, but this became evident under the theme culture. Culture became an umbrella for including all students regardless of race, ethnicity or socio-economic background. These five themes reflected the marginalized or non-mainstream student as the primary concern, but as societal integration increased so did the scope of multicultural education. The teacher theme continued to waffle from improving teacher education programs at the collegiate level to providing lists relating how to deal with marginalized students. The theme

/pdf/an-interpretive-analysis-of-the-formative-period-of-journal-1s6ycnnihm.pdf

An Interpretive Analysis of the Formative Period of Journal Publications related to Multicultural Education: 1977-1987

Race-Reimaged Self-Determination Theory: Elucidating How Ethnic Studies Promotes Student Identity and Learning Outcomes Using Mixed-Methods

Ethnic Studies Programs: Some Historical Antecedents

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Ethnic Studies Programs: Some Historical Antecedents