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

Abstract

In a teaching and learning context, viewing psychology through a feminist lens can prompt thoughtfulness and critical engagement in students. Therefore, it is important to consider how students can be supported to understand feminist approaches to psychological research, including feminist epistemology, ontology, and methodology. Further, given recent concerns surrounding the robustness, rigor, and replicability of psychological research, there has also been a renewed focus on the pedagogical potential of replication studies as a mechanism to corroborate claims within the literature. In this article, I outline an innovative new assessment that encourages students to think critically and creatively about psychological research in a way that champions the principles of feminist psychology and engages with issues of psychology's "replication crisis" through developing ideas for conceptual replication research proposals. Here, I share the theoretical rationale for this work, an overview of the assessment design and development, evaluations from students, and my own reflections. Generally, the assessment was well received and led to impressive and creative student work. Thus, conceptual replication research proposals represent a promising new avenue for psychology teaching.