Research Interests: Drawing upon a diverse array of theoretical perspectives in social, cultural, feminist, critical, and liberation psychologies and a range of qualitative and quantitative methods, my research focuses on sociocultural and discursive constructions of self and identity which I examine through joint processes of voice and silence.
1. Voice and Silence in Personal Relationships: In one line of research, I examine gender and relationship dynamics of voice and silence and their health implications for people across a variety of national settings to illuminate the extent to which subjectivity and relationality are grounded in particular sociocultural affordances and discourses. Representative publications associated with this research include the following:
Kurtiş, T. & Adams, G. (2013). A cultural psychology of relationship: Toward a transnational feminist psychology. In M. Ryan & N. Branscombe (Eds), Handbook of gender and psychology (pp. 251-269). London, UK: Sage.
Kurtiş, T. & Adams, G. (2015). Interdependence and relationality across dimensions of culture and gender. Psychology and Society, 7, 29-50.
2. Silence in Representations of History: In another vein, I study processes of voice and silence at the collective level (e.g. what nations or groups disclose and silence about their collective past) to highlight the bidirectional relationship between social representations of history (e.g. textbooks, memorials, holiday practices) and national identity. Representative publications associated with this line of research include the following:
Kurtiş, T., Adams, G., & Yellowbird, M. (2010). Generosity or genocide? : Identity implications of silence in American Thanksgiving commemorations. Memory, 18, 208-224.
Adams, G. & Kurtiş, T. (2012). Collective memory practices as tools for reconciliation: Perspectives from liberation and cultural psychology. African Conflict and Peacebuilding Review, 2, 5-28.
Teaching Interests: My teaching is largely informed by the theoretical perspectives that guide my research. One common theme across these distinct traditions of thought is an emphasis on critical reflexivity and consciousness-raising. Another is commitment to diversity and social justice. These themes translate into teaching practices that (a) promote critical thinking and reflection, (b) acknowledge diverse ways of being and knowing, and (c) apply psychological knowledge toward the cause of social change. Representative publications associated with my teaching interests include the following:
Kurtiş T., Salter, P. S., & Adams, G. (2015). A sociocultural approach to teaching about racism. Race and Pedagogy Journal: Teaching and Learning for Social Justice, 1, 1-30.
Kurtiş, T. & Adams, G. (in press). Decolonial intersectionality: Implications for theory, research, and pedagogy. In K. Case (Ed.), Intersectionality pedagogy: A model for complicating identity and social justice. New York: Routledge.
Education / Degrees
- B.A., Psychology and Theater, Bennington College, 2004
- M.A., Social Psychology, University of Kansas, 2010
- Ph.D., Social Psychology, University of Kansas, 2013