We Need More Praxis: A Case for Praxis Assignments in Psychology Courses

Abstract

Introduction

This paper explores what praxis is and its importance for catalyzing social justice.

Statement of the Problem

At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow.

Literature Review

We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses.

Teaching Implications

We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments.

Conclusion

We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses.