Replication and Reproduction: Crises in Psychology and Academic Labour

Callard, Felicity

doi:10.1177/10892680211055660

Cited by 13 publications

(18 citation statements)

References 85 publications

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“…There are many ways how such unilateral management processes can detrimentally shift organizational practices. For example, academics with temporary contracts are expected to produce research outputs like those of tenured academics—despite their research being under‐budgeted (Callard, 2022 ). However, if they fail to achieve those outputs, the explanation for this is then in the lack or inefficiency of researchers' skills, rather than their precarious working conditions; thus, blame is put on the individual rather than the system.…”

Section: Understanding Precarity In the Academic Contextmentioning

confidence: 99%

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

Albayrak‐Aydemir

Gleibs

2022

British J Social Psychol

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Research and teaching conditions have, particularly for those who are junior or from disadvantaged backgrounds, deteriorated considerably over the years in the higher education sector. Unequal opportunities in access and advancement in careers have led to increasing levels of precarity in the higher education sector. Although the concept of precarity has been grasped in many other disciplines, the social-psychological understanding of this concept remains unexplored. In this paper, we aim to develop a social-psychological understanding of precarity to examine how identity dynamics and intergroup relations, as well as associated organizational controls, reinforce inequality regimes and power structures that create precarious conditions in academia. In doing so, we use social identity theory and system justification theory under an inequality regime framework. We argue that even though change towards equality and equity in academia should be possible, it is difficult to achieve this because of entrenched identity interests by power holders and the perceived legitimacy of the existing system. Therefore, academic precarity should be recognized both as a subjective experience and as an organizational practice to make inequalities more visible and decrease the perceptions of legitimacy-and to eventually achieve a fundamental positive transformation in academia.

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Section: Understanding Precarity In the Academic Contextmentioning

confidence: 99%

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

Albayrak‐Aydemir

Gleibs

2022

British J Social Psychol

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“…Due to the network education environment's increasing complexity and temporal and spatial isolation, management and teachers are having difficulty assembling dynamic learning [13]. This leads to a straightforward reproduction and a one-sided pursuit in current teaching [14]. With such a large number of online learners, determining a reliable method for collecting learning status has become crucial [15].…”

Section: Introductionmentioning

confidence: 99%

Preschool Education Based on Computer Information Technology Literacy and Big Data

Luo

2022

Journal of Sensors

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In this practical framework, the preschool teacher is reinforced to utilize a more significant teaching model, like forming real-time-based contextual issues, to help participants to identify a deep learning-based learning model. Numerous studies have been released as a result of the popularity of the use of CIT in preschool education as a research subject. Due to the fact that it broadens teaching resources, provides learning time flexibility, and strengthens teacher-student relationships, this teaching method has received a lot of attention in academia. Teaching strategies in preschool classrooms combine elements of both direct instruction and free play. Among these, CIT stands out as a powerful tool for boosting students’ motivation and engagement in the classroom. Integrate new technology and science into the classroom setting, as well as implement pedagogical changes that make use of IT. Preschool education informatization is now deploying new technology in a variety of preschools, yet there are still flaws. In this paper, a theoretical and problematic-based classifier model, a deep learning-based methodology that was reinforced by utilising a Python-based model to create the comprehensive among preschool students and high-phase semantic parameters, and to enhance computer-based teaching through estimation and text design that can detect high-frequency-based knowledge samples, are used. In this practical model, teachers are insisted to utilize significant frameworks like contextual issues to provide skills to students. The results show that this integrated CIT teaching method is suitable for students and able to raise their aptitude and enthusiasm for studying. By offering new theoretical and practical results about preschool education, the study helps to reform preschool education.

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“…These trends are ongoing in academia and societies, and their effects appear particularly severe for scholars outside the GN in our data. These systemic failures drive and exacerbate various crises in psychology such as academic siloization/parochialism (Bergland, 2018;Phaf, 2020), the replication crisis (Callard, 2022), and the methodological, epistemological, and relevance crises (Dafermos, 2015).…”

Section: Discussionmentioning

confidence: 99%

“Unavailable, insecure, and very poorly paid”: Global difficulties and inequalities in conducting social psychological research

Zeineddine

Saab

Lášticová

et al. 2022

J. Soc. Polit. Psych.

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This paper offers an exploration of research production in social psychology as a global endeavor from the point of view of Anglophone social psychologists (N = 232) across 64 countries. We examine social psychologists’ beliefs regarding the difficulties in conducting research in social psychology and the inequalities that they report between the Global North, South and East Europe, and the Global South. Across all regions, we found pervasive critical awareness of obstacles to conducting research – including underinvestment in the field, precarious and counter-productive labor conditions, and excessive and biased disciplinary standards. However, we also found that colleagues outside the Global North reported quantitatively and qualitatively larger obstacles to research. These included well-known historically-rooted inequalities but also contemporary systemic procedural and distributive injustices in material, human, and social-political capital. Non-Northern colleagues in particular critically reflected on how these inequalities and injustices are amplified by Northern hegemonies in social, institutional, disciplinary, economic, and political systems. Discussion focuses on the implications of these results for social psychologists, social psychology as a discipline, and its situation within broader hierarchical systems and their intersectionalities.

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Replication and Reproduction: Crises in Psychology and Academic Labour

Cited by 13 publications

References 85 publications

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

Preschool Education Based on Computer Information Technology Literacy and Big Data

“Unavailable, insecure, and very poorly paid”: Global difficulties and inequalities in conducting social psychological research

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