Co-producing recommendations for decolonising the psychology curriculum with psychology academic staff

Abstract

Background: in the UK, psychology departments are responding to growing calls for curriculum decolonization. However, there remains limited dialogue and sharing of best practice.

Objective: we aimed to catalyze discussion among key faculty members involved in curriculum decolonization, learn from their experiences, and collaboratively develop recommendations for psychology curriculum decolonization.

Method: eleven contributors shared their insights regarding their departments' decolonization efforts and how they navigated challenges.

Findings: reflexive thematic analysis generated five themes. Motivation to Decolonize the Curriculum highlighted the student-centric, institutional, and ethical reasons driving curriculum decolonization. Approaches to Curriculum Decolonization described the varied ways in which curriculum decolonization is being envisioned. Efforts Towards Decolonizing the Curriculum included two sub-themes: Review, Revise, and Reform discussed the initiatives for decolonizing the content-related aspects of the curriculum, and Train, Collaborate, and Empower highlighted the efforts that complemented these initiatives. Supporting Curriculum Decolonization explained how decolonization work could be sustained, and Creating a Conducive Ecosystem discussed the need for a supportive environment.

Conclusion: our study highlighted the potential of collaborative efforts, institutional support, critical reflection, and inclusive dialogue to reimagine, restructure, and decolonize curricula.

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Identifiers

ORCID for Lucy Yardley: orcid.org/0000-0002-3853-883X

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