Dr. Chetan Sinha

Dr. Chetan Sinha

Professor, Jindal Global Law School

B.Sc (Udai Pratap (autonomous) College);

M.Sc. (Banaras Hindu University);

M.Phil and PhD (Jawaharlal Nehru University)

: csinha@jgu.edu.in

Dr Chetan Sinha holds PhD in Social Psychology from Jawaharlal Nehru University. After PhD, he worked as a researcher at H&SS, IIT Delhi on a project on social psychology. Further, he worked as an assistant director and researcher at the Centre for Post-colonial education, NIRMAN Varanasi.

Before joining JGU, Dr Chetan taught graduate and postgraduate students in different institutions such as AIPS-Amity University and the Department of psychology, at Christ University Bengaluru. He has also worked as a post-graduate teacher of psychology.

At present, he teaches subfields of psychology at Jindal Global Law School to Law students. His academic interest broadly connects to critical social psychology, educational psychology, political psychology, and the interdisciplinarity between psychology, the brain, and law. His approach is derived from social identity theory and social representation theory. Specifically, he ventures into the critical aspects of social cognition, leadership, and power.

He is invited to major conferences, seminars, and forthcoming workshops as a resource person. Prominent among them were IIT Delhi; Trnava University and Slovak Academy of Sciences, Bratislava; IPLS, Mykonos; International Society of Political Psychology ISPP), Lisbon; Department of Psychology, Christ University; Soumya Vidyavihar University, Mumbai; CUHK, Hong Kong. Currently, he is a member of the Society for the Psychological Study of Social Issues (SPSSI). In the future, he is collaborating with Dr Apurv Chauhan, University of Brighton on India on strategic risk-taking in health decisions among marginalized sections in India.

Currently, Chetan has published a book “Power dynamics in education: Shaping the structure of school education in India” from Routledge.

  • Power dynamics in education: Shaping the structure of school education in India” (Routledge, 2023)
  • Book Review of ‘Psychology in Modern India: Historical, Methodological, and Future Perspectives’ edited by Girishwar Misra, Nilanjana Sanyal, and Sonali De, Singapore, Springer Nature, 2021, 534 pp., EUR 129.99, ISBN 978-981-16-4704-8, Psychology & Developing Societies, 34 (2)
  • Liberating Data: The politics of reality in interdisciplinary social psychology. Integrative Psychological & Behavioural Science (2022, Springer).
  • Knowledge about family and school contribution in academic achievement: The context of schooling and social representations in India, Journal of Education (2021, Sage). doi.org/10.1177/00220574211025977
  • Development and Validation of Emotion Recognition Software in the Indian Population (with KR Menon and Bhasker Malu). Psychological Studies (Springer), 2020. DOI: https://doi.org/10.1007/s12646-020-00574-8
  • Authentic leadership, power and social identities: A call for justice in Indian higher education system. Higher Education for the Future, 7 (2) (Sage). 2020  DOI: 10.1177/2347631120930561
  • Dalit leadership, collective pride, and struggle for social change among educated Dalits: Contesting the legitimacy of social class mobility approach. Contemporary Voice of Dalit, 12 (1) (Sage). DOI: 10.1177/2455328X19898411
  • What if discipline is not interdisciplinary: The case of social psychology in India. Integrative Psychological & Behavioural Sciencehttps://doi.org/10.1007/s12124-019-9473-y.  (September, 2019; Springer)
  • Conceal or not? Management of dehumanized work identity among lower caste domestic and non-domestic scavenging workers. South Asian Journal of Human Resource Management, 5 (2), 173-193. https://doi.org/10.1177/2322093718787097  (2018; Sage).
  • Measurement issues of social class in social psychology of education: Is it a category mistake?  Polish Psychological Bulletin, 48 (4), 481-488.  DOI10.1515/ppb2017-0055 (2017, DeGruyter).
  • Note on the ‘history of psychology in India: Problems and Prospects’. History of Psychology, 20 (1), 126-128. (2017; APA).
  • Can leaders transform humiliation into a creative force? Journal of Leadership Studies, 9 (3), 75-77. DOI:10.1002/jls.21413. (2015; Wiley).
  • Conceptualizing educational leadership: does exploring macro-level facets matters? Asia Pacific Educational Review, 14 (2), 141-150. DOI 10.1007/s12564-012-9239-4 (2013; Springer)
  • Teaching as a Political Act: The role of critical pedagogical practices and curriculum. Human Affairs: Postdisciplinary Humanities & Social Sciences Quarterly, 26 (3), 304-316. DOI: 10.1515/humaff-2016-0026 (2016; De Gruyter)
  • The social representations of academic achievement and failure. Psychological Studies, 60 (2), 160-169. DOI 10.1007/s12646-0285-3. (2015; Springer).
  • Revisiting social class: exploring stereotype threat effect on intellectual performance of school students. Journal of Educational Sciences & Psychology, XLV (1), 133-146. (2013)
  •  R. Jahanbegloo. [Review of the Book, India Analysed: Sudhir Kakar in conversation with Ramin Jahanbegloo, by R. Jahanbegloo]. Psychological Studies, 56(4), 416-418. (2011; Springer)
  • The illusion of social class identity and academic performance: Exploring the role of father education as an indicator of socioeconomic status, Journal of Psychological and Educational Research, 22 (1), 34-56. (2014; Central and Eastern European Online Library).
  • Post-formalist explanation of academic achievement: Exploring the contribution of John Ogbu and Joe Kincheloe, Journal of Pedagogy, 7 (2), 33-50. DOI 10.1515/jped-2015-0009. (2016; De Gruyter)
  • Decolonizing Social Psychology in India: Exploring its role as Emancipatory Social Science.  Psychology & Society, 8 (1), 57-74. (2016).
  • Rethinking interdisciplinarity: Is it a new revolution or paradox? Journal of Interdisciplinary Studies in Education, 4 (2), 44-66. (2016).
  • The sociocultural psychology as a postformal theory of academic achievement: An interrogation into the legitimacy of formal education. International Journal of Educational Psychology, 2 (2), 221-242. (2013; Hipatia Press).
  • Construction of educational leadership among school teachers. Traces of Social Identity. Journal of Indian Academy of Applied Psychology, 38 (1), 193-202. (2012).
  • Conducted a session for Ph.D and PG students at K J Somaiya College of Education,    Soumya Vidyavihar University, Mumbai on May 29th, 2021. Topic “Need of paradigm shift in educational leadership: A way forward to the contemporary educational scenario”
  • Political Psychology in East Asia by the Chinese University of Hong Kong (CUHK) (Postponed)
  • International Society of Political Psychology (ISPP), Lisbon, Portugal, June, 2019 (Abstract Accepted)
  • National Seminar on “Towards a psychology of social change: An interdisciplinary dialogue” at of Humanities & Social Sciences, Indian Institute of Technology, Delhi (13th January, 2018). Title of the Presentation: Gatekeepers of social change.
  • International leadership symposium. Theme: Leadership, identity and followership (3rd May to 6th May, 2017), Mykonos, Greece.
  • Keynote talk on the topic “Rethinking the caste and social class based inequality in school system of India” (June 9, 2016), in the conference “Teacher is not Google” Organized by RAABE Publishing House of Pedagogical Literature, Senec, Slovakia.
  • Workshop for teachers and educators on “Children in a changing world: Specific issues and challenges for teachers” (November 24, 2015), Department of Psychology, Christ University, Bangalore.
    Title of presentation: The way forward for teachers: Teachers as change agents, role models and mentors
  • Invited talk and panel discussion on “Culture and psyche: Sudhir Kakar’s contribution to Indian cultural psychology and psychoanalysis” (January 9-10, 2015), Department of Psychology, Christ University, Bangalore.
    Title of Presentation: India Analysed: Reflection on Sudhir Kakar’s conversation with Ramin Jahanbegloo.