Integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis across the handbook¶

Theory · All theories
Evidence · 3 claims (3 for) · 2 studies (2 theoretical), q1–q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The handbook's organizing approach integrates multiple critical traditions into educational psychology scholarship. The overview states that its chapters contextualize critical approaches to "theory, methodology, philosophy, pedagogy, and other topics, including the direct integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis." This taxonomy of praxis orientations frames the volume's equity-focused contributions, including the mathematics-learning chapter, and signals the interdisciplinary breadth the volume asks of the field.

Design Implications¶

Context¶

Requirements¶

• Researchers adopting these orientations integrate them directly into theory, methodology, philosophy, and pedagogy rather than treating them as separate topics

Constraints¶

• The supplied text names the orientations at overview level without printing how each is elaborated in individual chapters

Target Learners¶

• Historically and systemically marginalized learners and research partners

Target Learning Objectives¶

• Social justice–oriented scholarship, practice, policy, teaching, and research design in educational psychology

Claims¶

• Handbook Race Equity Asset Based Research Ed Psych [+M]
• Educational psychology has long neglected marginalized learners and remains complicit in imposing normative standards and social stratification [+W]
• Mathematics education acts as a gatekeeper to academic opportunity that disproportionately affects students from historically marginalized communities [+W]
• Multicultural approach to education may increase cultural sensitivity and reduce race-related stressors (review attribution) [+W]

Related Theories¶

• Critique of dominant research paradigms in mathematics learning and a shift toward interdisciplinary, asset-based approaches
• SAMHSA-based framework of trauma-informed approaches: four assumptions, six key principles, and three core domains
• Decolonial and feminist framework positioning AI leadership as moral and onto-epistemological stewardship
• Five commitments for an ecologically attuned critical communication pedagogy for the Anthropocene
• Mitchell's critical service-learning framework: redistribution of power, social change, and authentic relationships

Examples¶

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Key Sources¶

• What We Know About Learning: Taking Responsibility for Interdisciplinary Complexity in Educating Youth in Mathematics. (2025). Handbook of Race, Equity, and Asset-Based Research in Educational Psychology, Routledge Press. https://consortium.uchicago.edu/publications/what-we-know-about-learning