The forgotten normativity of educational psychology practice

Abstract NERA2019 The Forgotten Normativity of Educational Psychology Practice By: Thomas Szulevicz, ph.d., associate professor, Aalborg University 1. Research topic/aim The aim of this presentation is to discuss the normative dimensions of educational psychology practice. Over the past years, most educational systems have witnessed a global educational reform agenda in which we have seen a rise in quantification, standardization, competition and focus on student learning outcome. This reform agenda has changed education in many and substantial ways. But the changes have also set new types of requirements for educational psychology service centers (EPS), and in this presentation, I will analyze and discuss the consequences of the global educational reform agenda on educational/school psychologists’ work and practice. My claim is that focus mainly has been on how educational psychologists can support different educational aims like for example inclusion, better student performances, less student absenteeism etc.. There has been put less emphasis on the why of educational psychology practice. Throughout the presentation, I argue how there is a growing need for focusing on what I term the normative conditions of educational psychology practice, since the normativity that always surrounds the work of educational psychologists often seems to be forgotten. I conclude the presentation by discussing some ways to address the normative questions in relation to educational psychology practice. 2. Theoretical framework The main theoretical framework of the presentation is what I broadly term critical educational psychology. I am, among others, inspired by the works of Simon Gibbs (2018), Stephen Vassallo (2017) and Gert Biesta (2011). 3. Methodological design The presentation is based on 30 small-scale interviews with educational psychologists 4. Expected conclusions/findings In several respects educational psychology practice seems to be in a transition phase or is even perhaps suffering an identity crisis that is propelled by the global educational reform agenda. It seems that both educational establishments and education policy are looking for different skills than the profession of educational psychology traditionally has provided. This situation calls for critical reflection and based on an on-going empirical project, I argue that educational psychologists often are faced with normative questions related to 1) an increasingly test-oriented school system, 2) the relation between psychiatry, clinical and educational psychology and 3) the move towards a more inclusive educational system. The presentation concludes how it is crucial with an increased awareness of these and other normative dimensions of educational psychology practice. 5. Relevance to the Nordic educational research All Nordic countries have educational psychology service centers, and there seems to be heated debate about the relevance and legitimacy of the counselling provided by EPS. This presenation’s focus on the forgotten normativity of educational psychology sheds new light on the field from both a theoretical and practical point of view. References: Biesta, G. (2011). God uddannelse i målingens tidsalder – etik, politik, demokrati. Aahus: Forlaget Klim. Gibbs, S. (2018). The immorality of education: A position paper for educational psychologists. Educational & Child Psychology, 35 (3), 86-96. Vassallo, S. (2017). Critical Educational Psychology. Baltimore: John Hopkins University Press.