Participatory action research: towards (non-ideal) epistemic justice in a university in South Africa

ABSTRACT

The paper explores the possibilities for promoting epistemic justice in a South African university setting through a participatory action-based photovoice research project in which university researchers worked alongside undergraduate students with no prior experience of doing research. The student voices are employed to understand how learning as capability development and agency expansion can advance epistemic justice in a university setting of hierarchical relationships that make participatory action research challenging. The paper considers how, in this project, spaces of epistemic democracy intersected with the expansion of multidimensional functionings, resulting in more epistemic justice for the student-researchers. The paper considers the possibilities for change through a participatory project toward promoting epistemic justice at the individual level. It also explores some criticisms of the limits of such individual development in the face of structural challenges.     

Subtle Discrimination Overtakes Cognitive Resources and Undermines Performance

Meta-analyses demonstrate that the negative effects of subtle forms of discrimination on a range of work-related outcomes can be worse than those of overt discrimination (Dhanani et al. Personnel Psychology, 71(2), 147–179, 2018; Jones et al. Journal of Management, 42(6), 1588–1613, 2016). Yet, these syntheses and the primary studies on which they are based offer little insight into how or why these effects emerge. In the current study, we examine consequences of both of these types of discrimination on task performance and citizenship intentions via cognitive resource depletion. A total of 131 women experienced (a) overt discrimination, (b) subtle discrimination, (c) overt and subtle discrimination, or (d) no discrimination and were then asked to conduct a series of in-basket performance tasks. Results revealed that subtle (but not overt) discrimination significantly impaired measures of task performance and that cognitive resource depletion mediated these relationships. By pinpointing cognitive resource depletion as the mechanism that transmits the negative consequences of subtle discrimination, this work sheds new light onto this detrimental psychological experience and further opens up new opportunities for its remediation.

     

Testing a model of pain appraisal and coping in children with chronic abdominal pain.

This prospective study of children with recurrent abdominal pain (N=133; ages 8--15 years) used path analysis to examine relations among dispositional pain beliefs and coping styles, cognitions and behavior related to a specific pain episode, and short- and long-term outcomes. Children believing they could not reduce or accept pain appraised their episode-specific coping ability as low and reported passive coping behavior. Dispositional passive coping had direct effects on both episode-specific passive coping and long-term symptoms and disability. Accommodative coping (acceptance and self-encouragement) was associated with reduced episode-specific distress, which itself predicted reduced depressive symptoms 3 months later. Results suggest that coping-skill interventions for children with chronic pain should target reductions in passive coping and consider the potential benefits of accommodative coping strategies.     

Identifying Misfitting Achievement Estimates in Performance Assessments: An Illustration Using Rasch and Mokken Scale Analyses

Researchers apply individual person fit analyses as a procedure for checking model-data fit for individual test-takers. When a test-taker misfits, it means that the inferences from their test score regarding what they know and can do may not be accurate. One problem in applying individual person fit procedures in practice is the question of how much misfit it takes to make the test score an untrustworthy estimate of achievement. In this paper, we argue that if a person’s responses generally follow a monotonic pattern, the resulting test score is “good enough” to be interpreted and used. We present an approach that applies statistical procedures from the Rasch and Mokken measurement perspectives to examine individual person fit based on this good enough criterion in real data from a performance assessment. We discuss how these perspectives may facilitate thinking about applying individual person fit procedures in practice.     

How Therapy Helps When the Culture Hurts

SUMMARY

The purpose of psychotherapy is movement toward relational healing. However, the practice itself is embedded in a culture where relational disconnection and power-over arrangements are normative. The purpose of this article is to examine the impact of cultural disconnections on the therapy relationship. Because they embody multiple social identities within a power-over paradigm, both client and therapist are “carriers” of cultural disconnections. The article examines the shifting vulnerabilities associated with those identities that may lead to impasse and violation or contribute to possibilities for growth. Scenarios from clinical practice illustrate how conflict becomes a pathway to deeper connection when embraced with such processes as empathic attunement, authentic responsiveness, and mutuality.