Queer Theory and Its Future in Psychology: Exploring Issues of Race Privilege

Queer theory is increasingly making an impact on the discipline of psychology in the UK and elsewhere, both in the form of those who explicitly use queer theory, and those who exhibit a queer sensibility. Yet, it has been suggested, queer theorising more broadly has largely neglected to account for its racial politics, an issue that holds ongoing relevance for its application across disciplines. In this paper, I outline six key areas requiring further attention in regards to the growing use of queer theory within psychology: (i) a greater recognition of the histories on which queer theory builds, (ii) an understanding of how racial hierarchies shape accounts of individualism and universalism, (iii) a continued focus on the operations of a racialised queer desire, (iv) an investigation of the implication of critiques of essentialism, (v) ongoing explorations of language use within queer theorising, and (vi) greater acknowledgement of tensions within queer community building. These six points provide new avenues of consideration for those already in the field, and will encourage those new to the field to explore its unnamed assumptions.     

Future Issues in Pediatric Psychology: Delphic Survey

Using a Delphic poll procedure, we surveyed pediatric psychologists who were established in either clinical practice or empirical research in pediatric psychology. Three rounds of expert responses were logically combined in order to identify domains of importance to the future of pediatric psychology and to determine to what extent research and clinical aims concur. Overall, researchers and clinicians did not differ in the types of issues deemed important to the field. The top three domains for the next decade are concerned with pediatric psychology's ability to demonstrate viability, to integrate psychologists into primary care settings, and to demonstrate need for changes in reimbursement systems within managed care. Implications of the ten priority issues are discussed.     

Teaching and Learning Guide for: Towards an Emplaced,Relationally‐Focused and Action‐Orientated Social Psychology of Homelessness

This guide accompanies the following article: Hodgetts, D., Stolte, O., and Groot, S. (2014 ), Towards a Relationally and Action‐orientated Social Psychology of Homelessness . Social and Personality Psychology Compass, 8 : 156–164. doi: 10.1111/spc3.12096     

From Hostility to Hospitality: Teaching About Race and Privilege in a Post-election Climate

Now more than ever the role of the other has been put into question and marginalized in a redefinition of an “American national self-protective identity” in the current post election climate. In philosophical terms, an identity of a radical other- implies that any change, any difference, any impurity can be conceived as posing a threat to identity. If a specific group of people is identified as preventing the self from being what it ought to be, the other is identified as a security threat. One option is to willingly conform to the assigned role as a threat. The opposite option I argue in my paper is one that can be achieved through the lens of a cosmopolitan framework of hospitality. By exploring the writings of French philosopher, feminist and psychoanalyst Luce Irigary’s cosmopolitan pedagogy of difference rooted in the concept of hospitality from the point of view of education, I hope put forth an alternative phenomenological pedagogy, one that connects issues of positionality with those of an embodied anti-racist philosophy of difference. By using case studies from my own classroom, I hope to elucidate how educators can implement an anti-racist pedagogy in the current post election climate, by creating spaces for dialogue where students are engaging in an authentic discourse on the nature of their positionality.     

Challenging Racism and White Privilege in Undergraduate Theology Contexts: Teaching and Learning Strategies for Maximizing the Promise of Community Service‐Learning

This paper explores the possibilities and challenges inherent in employing community service‐learning as a pedagogy for engaging undergraduates in theology and religious studies courses that contribute to racial reconciliation. The paper summarizes research from the scholarship of teaching and learning on best practices for structuring service‐learning projects and processes that hold the possibility of students' genuine engagement with issues of race and the wisdom of the Catholic tradition.