Community Psychology and Gender, Women, & Sexuality Studies, School of Interdisciplinary Arts and Sciences, University of Washington Bothell, Bothell, WA, USA.
Department of Psychological Sciences, Northern Arizona University, Flagstaff, AZ, USA.
Am J Community Psychol. 2017 Dec;60(3-4):316-326. doi: 10.1002/ajcp.12199. Epub 2017 Nov 13.
Discussions of community psychology (CP) ethics often examine how we might best uphold CP values in community-based practice. However, for many community psychologists in faculty positions, our main domain of practice is the undergraduate classroom. Teaching is essential to the growth and sustainability of our field as prospective students tend to discover CP during their undergraduate studies. University-based work is also a key site of CP practice. Universities are contested spaces where interlocking forms of oppression manifest in many ways, including teaching (e.g., what is taught, how, by whom, to whom). CP values compel us to treat our classrooms as more than just information transmission spaces; just as there is no value-neutral research, there is no value-neutral course content or classroom practice. This first-person narrative explores ethical issues that arise when we put CP values, specifically social justice, respect for diversity, participation, and wellness, in conversation with pedagogical best practices and course content in higher education. It presents interrelated ethical dilemmas and the authors' conflicted responses. We conclude with a four-part call to the field for dedicated scholarly spaces and supports focused on the development and study of undergraduate CP pedagogy.
社区心理学（CP）伦理的讨论通常探讨如何在基于社区的实践中最好地维护 CP 价值观。然而，对于许多担任教职的社区心理学家来说，我们的主要实践领域是本科课堂。教学对于我们领域的发展和可持续性至关重要，因为潜在的学生往往在本科学习期间发现 CP。基于大学的工作也是 CP 实践的一个关键场所。大学是相互交织的压迫形式以多种方式表现出来的有争议的空间，包括教学（例如，教什么、如何教、由谁教、教给谁）。CP 价值观促使我们将课堂不仅仅视为信息传递的空间；就像没有价值中立的研究一样，也没有价值中立的课程内容或课堂实践。本第一人称叙事探讨了当我们将 CP 价值观（特别是社会正义、尊重多样性、参与和健康）与高等教育中的教学最佳实践和课程内容进行对话时出现的伦理问题。它呈现了相关的伦理困境和作者的矛盾反应。我们最后呼吁该领域为本科 CP 教学的发展和研究提供专门的学术空间和支持。
