Dr. Chetan Sinha currently teaches psychology and its allied sub-disciplines in Jindal Global Law School. His academic interest broadly connects to critical social and educational psychology, political psychology and in the interdisciplinarity between psychology, brain and law. His approach is derived from the framework of social identity theory and social representation theory. Specifically, he ventures into the critical aspects of social cognition, leadership, power and stereotyping

• 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 Science, https://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.  DOI: 10.1515/ppb–2017-0055 (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)
• 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).

• Political Psychology in south East 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 (13^th January, 2018). Title of the Presentation: Gatekeepers of social change.
• International leadership symposium. Theme: Leadership, identity and followership (3rd May to 6^th 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.