The notion of social justice permeates much of current Western political and cultural discourse with a newfound urgency. What it means to be socially just is a question Morris et al investigate and interrogate, looking at psychology’s contributions to the subject and considering the practicality of social justice in light of modern subjectivity.
The book begins by examining the lack of equity and inclusivity in education and the ways in which psychology has been complicit in the margninalization of oppressed groups. Drawing upon Lacanian theory, it goes on to discuss how diversity initiatives take on an obsessive-neurotic characteristic that can stifle those it claims to understand and promote .The authors investigate the anxiety around the performance of being socially just or "woke" and suggest how psychology can contribute to the development of socially just humans, more attuned to the needs of others, through the appreciation of interconnectivity and compassion.
An imperative text for scholars and students of philosophical and theoretical psychology, critical psychology, social psychology, psychoanalysis, social work and education.
Systemic Apathy, Subjectivity, and Social Justice in Psychology and Education
Addressing the Empty Self
Cognitive Science, Obsessionality and Diversity & Inclusion
"I’m Just Not Woke Enough"
The founders of psychology — thinkers such as Wundt, Freud, and Spencer — recognized the importance of psychologists formulating for themselves the conceptual foundations of the discipline. These parents of psychology not only did their own theorizing, in cooperation with many others; they realized the significance of constantly re-examining these theories and philosophies, including the theories and philosophies of psychology’s methods.
The Advances in Theoretical and Philosophical Psychology series is dedicated to this examining and re-examining. It identifies the pivotal and problematic non-empirical issues that face the discipline and addresses these issues in the tradition of the theorists of natural science — uncovering the implicit concepts and hidden assumptions of programs of research and strategies of practice to compare them to concepts and assumptions that might be better.