Innovative approaches to teaching CHIP: An introduction to the Special Issue

Hegarty, Peter; Hubbard, Kevin M.; Nyatanga, L

doi:10.53841/bpshpp.2015.16.1.1

Cited by 2 publications

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“…Articles providing Indigenous and critical approaches to historical pedagogy can also be helpful. History and Philosophy of Psychology devoted a special issue to innovative teaching from a primarily British perspective (Hegarty, Hubbard, & Nyatanga, 2015); Brock (2013) offered a Canadian perspective. A virtual issue of History of Psychology provided examples of using history to promote critical engagement with diversity, including gender, race, and the intersections of disability and sexuality (Rutherford, 2013).…”

Section: From Uncovering To Infusing: Incorporating Diverse Voices In...mentioning

confidence: 99%

Teaching critical, multivocal histories of psychology: Uncovering diversity.

Vaughn-Johnson

Rutherford

2019

Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors.

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Yet, the purposeful inclusion of multiple voices and diverse origins has not become a staple in the standard classroom. History of psychology courses continue to vary only minimally from traditional Western male celebratory centered perspectives about the development of psychology, without acknowledging that these narratives are the products of particular viewpoints and privileged voices.We argue that the History of Psychology course can be an exciting opportunity for students to critically engage with the ways both history and psychology are constructed. Historians of psychology analyze how psychology has developed over time in particular contexts, including whose voices get heard, whose remain muted, and how these dynamics shape the construction of psychological knowledge (see Rutherford, 2014). This requires addressing gender, race and ethnicity, sociocultural and political contexts, and other factors that have affected the field's disciplinary practices, knowledge production, and social impact. A critical historical perspective requires, in part, asking, "Who made the knowledge, for what purpose, and to what ends?" (Rutherford & Pickren, 2015, p. 523). Injecting these kinds of questions and encouraging historical thinking as a method in the course can increase capacities for critical reflection on psychology as a whole. To facilitate this process, in this chapter we curate a selection of resources and provide guidance for their use, but we emphasize

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Section: From Uncovering To Infusing: Incorporating Diverse Voices In...mentioning

confidence: 99%

Teaching critical, multivocal histories of psychology: Uncovering diversity.

Vaughn-Johnson

Rutherford

2019

Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors.

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The history specialist in psychology: From avocation to professionalization.

Barnes

Greer

2016

History of Psychology

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This article focuses on the history of psychology as a core area in the field of psychology. Does the discipline recognize the contributions of historical research, or does the history of psychology only serve a pedagogical function in the discipline? Our concerns center on the relationship (or lack thereof) between pedagogy and research in the academy. This stems from the fact that historical research is not viewed as contributing to the advancement of the field both professionally and pedagogically. We summarize the pedagogical function that the history of psychology serves in the academic discipline, as well as its status for professionalism in psychology. Moving from the U.S. and Canadian context, we address the status of the history and philosophy of psychology within Britain and Ireland. This comparative analysis allows us to remark more broadly on the issue of professionalism for psychologists as it pertains to the requirement of the history of psychology for advancement in the field (from undergraduate student to practitioner in the field). We also discuss the issue of professionalism for historians of psychology. Specifically, what does it mean to identify as a historian of psychology, and what challenges emerge from specializing in this area? We conclude with remarks suggesting that strength in this area is derived from a combination of both teaching and research activities. We suggest that the development of a stronger community among historical researchers (despite epistemological differences) may be a way forward, and suggest where future work might head on these topics. (PsycINFO Database Record

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Innovative approaches to teaching CHIP: An introduction to the Special Issue

Cited by 2 publications

References 0 publications

Teaching critical, multivocal histories of psychology: Uncovering diversity.

Teaching critical, multivocal histories of psychology: Uncovering diversity.

The history specialist in psychology: From avocation to professionalization.

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