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Decolonising the Psychology Curriculum: A Toolkit Approach
Abstract
This chapter provides an overview of a decolonising toolkit developed by psychology staff and students. The group worked reflectively and reflexively to create the toolkit as an organic activity. Following this activity, the Culturally Sensitive Curricula Scales pilot study contributed to an institutional understanding of the importance of decolonising the curriculum. Their importance is set against known issues in psychology that have encouraged the perpetuation of racist perspectives and practices, such as eugenics. Furthermore, psychological testing, which informs theories and conceptual issues, has a long history of bias for the development, application and misuse of psychology among particular populations. Given this backdrop, active measures must be taken to re-situate psychology as a subject with the potential to address historical and present-day inequalities and effect positive change. Increasing student diversity combined with growing exposure to the complexity of social and global issues suggests an opportune time for universities to review praxis and practice for teaching and learning.
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COVID-19 has been considered the most significant threat since World War II and the greatest global health disaster of the century. Wuhan City, Hubei Province, China, reported a new infection affecting residents in December 2019. The Coronavirus Disease 2019 (COVID-19) has been named by the World Health Organization (WHO). Across the globe, it is spreading rapidly, posing significant health, economic, and social challenges for everyone. The content of this paper is solely intended to provide a visual overview of COVID-19 global economic impact. The Coronavirus outbreak is causing a global economic collapse. Most countries have implemented full or partial lockdown measures to slow the spread of disease. The lockdown has slowed global economic activity substantially, many companies have reduced operations or closed down, and people are losing their jobs at an increasing rate. Service providers are also affected, in addition to manufacturers, agriculture, the food industry, a decline in education, the sports industry, and of entertainment sector also observed. The world trade situation is expected to deteriorate substantially this year.
The Office for Students is now holding UK universities to account for their failures to address racial inequalities, and the Teaching Excellence Framework is bringing the student experience to the fore in assessing higher education institutions. Racial inequalities persist in spite of decades of legislation aiming to promote equality and end discrimination. The paper considers two main areas of racial equalities work, namely, (1) anti‐racist and (2) decolonial initiatives. It suggests that the rise of managerialism and in particular, audit cultures, have allowed racism to flourish in spite, or because of, the need to account for equality, diversity and inclusion in global markets for higher education. Auditing requires a focus on identities, and cannot take into account the complex ways in which race, race thinking and racism are maintained in knowledge production. The lack of consensus around what decolonial education should be undermines attempts to produce educational social justice. From a feminist postcolonial perspective, the paper suggests that recentralizing racism and reengaging difference offer an important way to negotiate more just educational futures.
Despite calls for an increase in diversity and equity in early childhood classrooms, preschool teachers sometimes struggle to effectively address race in their classrooms, leaving young children to try to make sense of it themselves. Therefore, in this qualitative study, researchers examined how race issues were manifested in the play of young Black preschool girls. Findings indicate that young Black girls had a strong preference for the nonblack dolls. This preference was evident in their repeated rejection of the Black dolls. These findings have significant implications for early childhood teachers and how they anticipate notions or misconceptions children may have about race, structure discussions and activities about race and racism, and scaffold children's development of their racial identity. Further, the paper presents how teacher educators can help to prepare future practitioners for work in helping to foster positive racial identities.
Lecturing is often touted as a means to inspire students’ interest, despite evidence that most lectures fail to do so. This study examines triggers of students' situational interest during lectures. Students (N = 706) in 12 different individual one hour first year lectures in a UK university were surveyed at the end of the lecture. They described the moment they were most interested; rated a series of 5 point Likert scale items on their situational and individual interest, and features of the content, presentation and teacher's behaviour during that moment; and provided demographic characteristics. Simultaneous regression analyses showed that novelty, cognitive activation, cognitive incongruity, and utility value all positively predicted situational interest. Students' level of individual interest and their perceptions of their teacher's enthusiasm, approachability and knowledge were the strongest predictors of situational interest. Overchallenge was negatively associated with situational interest.
The purpose of this manuscript is to equip instructors with skills for improving the quality, validity, and equity of assessing student learning. The principles and strategies cited should also improve the quality of teaching and promote the academic achievement of students from diverse cultural backgrounds.
Student engagement with faculty members and its relationship to learning was investigated for students of seven different racial/ethnic groups (N = 4,501), yielding small differences by student race/ethnicity. Relationships with faculty were stronger predictors of learning than student background characteristics for all groups, but strongest for students of color.
Feminist and critical race theories offer the concept of intersectionality to describe analytic approaches that simultaneously consider the meaning and consequences of multiple categories of identity, difference, and disadvantage. To understand how these categories depend on one another for meaning and are jointly associated with outcomes, reconceptualization of the meaning and significance of the categories is necessary. To accomplish this, the author presents 3 questions for psychologists to ask: Who is included within this category? What role does inequality play? Where are there similarities? The 1st question involves attending to diversity within social categories. The 2nd conceptualizes social categories as connoting hierarchies of privilege and power that structure social and material life. The 3rd looks for commonalities across categories commonly viewed as deeply different. The author concludes with a discussion of the implications and value of these 3 questions for each stage of the research process.
In this paper I argue that qualitative psychology can be seen as an effective tool in challenging scientific racism. Scientific racism can be understood as the pervasive idea that ‘race’ is a ‘natural’ and ‘real’ category which can be measured to show racial differences in various qualities (such as IQ). Qualitative psychologists have been prominent in challenging the use of race as a category in psychological research, and in doing so have highlighted the damage that this category use can do. Qualitative psychologists have offered a far better alternative, which is to address the ways that race is talked about, used and understood by speakers, which not only challenges scientific racism, but can help to challenge racism more widely.
History and Systems of Psychology provides an engaging introduction to the rich story of psychology's past. Retaining its trademark clarity and accessibility, the Eighth Edition also features expanded coverage of non-western traditions in psychology as well as added coverage of nineteenth-century advances in philosophy and science. The emergence of applications of psychology in clinical, educational, neuroscientific, and social settings are further emphasized within the twenty-first-century landscape of psychology as a cognitive and a positive science. Assuming little prerequisite knowledge, the authors discuss the people, places, and concepts that have shaped psychology's story, and show that we remain fascinated and perplexed by the same enduring questions that confronted our ancestors – namely, our wonder at our subjectivity and consciousness of self. The Eighth Edition is supported by rich online resources including a manual, test bank, and lecture slides for instructors, and study guides and links to primary source literature for students.
Cambridge Core - History of Psychology - History and Systems of Psychology - by James F. Brennan
The language of contemporary cultural theory shows remarkable similarities with the patterns of thought which characterised Victorian racial theory. Far from being marked by a separation from the racialised thinking of the past, Colonial Desire shows we are operating in complicity with historical ways of viewing 'the other', both sexually and racially. Colonial Desire is a controversial and bracing study of the history of Englishness and 'culture'. Robert Young argues that the theories advanced today about post-colonialism and ethnicity are disturbingly close to the colonial discourse of the nineteenth century. 'Englishness', Young argues, has been less fixed and stable than uncertain, fissured with difference and a desire for otherness.
The report of the Dearing Committee (NCIHE, 1997) identifies a rapid and ongoing increase in use of information and communication technologies (ICTs) to support teaching and learning in higher education. This rapid expansion involves practices that are changing the traditional roles of both staff and students. The need to orient staff to the unfamiliar roles associated with student-centred learning and ICT-augmented teaching is well recognized. This paper argues that students also need to be prepared for their new roles. The paper provides a rationale for student development to prepare students for the transition to learning environments that include extensive use of ICTs as learning technologies. The argument is that both staff and student development are necessary and that these are complementary foci. The discussion then provides a detailed overview of successful student-development strategies that have been developed to support students starting studies at a purpose-built flexible learning campus.
This paper reports findings from a study into how nurse educators view the notion of an inclusive curriculum within their discipline. UK nurse education is professionally accredited, with substantial levels of work-based learning. Therefore, this analysis should be useful to practitioners on other professional courses. The study was based on a phenomenographic analysis of data collected from interviews with 15 nurse educators in one university. Analysis exposed wide variation in respondents’ perceptions and experiences of developing and delivering an inclusive curriculum. Much discussion focused on teaching students with disabilities and tutors expressed concern over implications regarding fitness for practice and public safety. However, there was recognition that diversity was a feature of the contemporary educational environment and that nursing courses had much to gain from inclusive practices. Key differences identified related to the extent to which change was required to current processes and practices. The findings indicated a concern over support for educators to manage these issues and suggested that in the absence of more robust direction, the student experience is shaped by the attitudes of individual tutors. In light of this, the author suggests that a coordinated and consistent response from the higher education establishment, professional bodies, practitioners and policy-makers is necessary to fully establish the notion of inclusive curricula in any professionally accredited course.
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