Teaching critical, multivocal histories of psychology: Uncovering diversity.

Abstract

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

Teaching feminist psychology epistemology, ontology, and methodology through conceptual replication research proposals.

“…In teaching and learning contexts, feminist psychology is a framework that can encourage students to adopt a critical, inclusive, and thoughtful lens to their studies (see Ball et al, 2013; Pownall, 2022; Vaughn-Johnson & Rutherford, 2019). This includes both teaching students about feminist psychology explicitly (e.g., Pownall, 2023a) and also teaching in a way that champions the values of feminist pedagogies (e.g., Robinson-Keilig et al, 2014).…”