Each one, teach one: Critical history as counterstories, antiracist affordances, and cues for belonging.
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2024-05
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Recently, there have been several calls for psychologists to dismantle systemic racism within the field (e.g., Buchanan et al., 2021; Dupree & Boykin, 2021; Wilcox et al., 2022). In this article, we discuss why incorporating critical histories into psychology curricula can be beneficial to this effort. We focus on three potential pathways: critical histories provide counterstories that challenge racist narratives, critical histories promote contexts that encourage antiracism practices (antiracist affordances), and critical histories can signal identity safety and belonging. To adequately integrate critical histories into psychology curricula, we make three recommendations. First, create and support a departmental curriculum that engages critical histories in the field of psychology at the undergraduate and graduate level (we offer some example topics and readings). Second, based on our own training experiences, we recommend that psychology graduate programs facilitate opportunities to take interdisciplinary courses that cover the history of race and racism in domestic and/or global contexts. Finally, we recommend funding research and supporting student projects that produce critical histories in psychology to expand the knowledge base of our field. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Salter, Phia S, Michael J Perez, Jericka S Battle and Jaren D Crist (2024). Each one, teach one: Critical history as counterstories, antiracist affordances, and cues for belonging. The American psychologist, 79(4). pp. 631–644. 10.1037/amp0001245 Retrieved from https://hdl.handle.net/10161/33707.
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Phia S Salter
I am a social psychologist who approaches the study of racism and other forms of oppression from cultural psychological and critical race psychology perspectives.
In one line of research, I focus on the bi-directional relationships between collective memory, history, and identity. I am particularly interested in knowledge of critical histories, which focus on historical systems of oppression. People do not typically have firsthand knowledge of foundational historical events; so, cultural repositories of memory like school classrooms, textbooks, museums, and/or national holidays necessarily facilitate our access to the historical past. However, these cultural sites of memory are not neutral or objective accounts of past realities; instead, they are infused with the identity concerns of the past and the present. In one direction, I am interested in how different accounts of the historical past shape our identities, our beliefs, and our actions in the present. Also, I am interested in the other direction, whereby our current beliefs, identities, and cultural practices shape what we ‘know’ about the historical past.
In another line of research, I focus on theorizing racism as a systemic phenomenon embedded in cultural context. Racism, like culture, is embedded in our everyday worlds in both obvious and very subtle ways. Examining how racism is built into the context—perhaps especially the everyday context—can can help us understand its continuing impact. In line with understanding racism as a systemic force, I have also advanced the development of Critical Race Psychology (CRP), which integrates insights from Critical Race Theory and critical perspectives in psychological science. CRP challenges psychologists to examine how social and cultural institutions (including in our own field) both bear the traces of and function to reproduce racialized power structures.
In the classroom, I focus on equipping students with the tools needed to ask and answer difficult questions about race, culture, identity, and justice. My teaching and mentoring practices are meant to create and maintain learning experiences that are inclusive of the different ways people express their identities and experiences in the world. My goal is to facilitate dialogue, critical thinking, and action that empowers students to identify, articulate, and challenge the social inequalities they see.
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