Coproducing Recommendations for Decolonizing the Psychology Curriculum with Psychology Faculty Members
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| Title: | Coproducing Recommendations for Decolonizing the Psychology Curriculum with Psychology Faculty Members |
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| Language: | English |
| Authors: | Gaurav Saxena (ORCID |
| Source: | Teaching of Psychology. 2026 53(1):91-103. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Psychology, Curriculum, Decolonization, College Faculty, Curriculum Development, Teacher Attitudes, Motivation, Student Centered Learning, Racism, Social Justice |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1177/00986283241304026 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: In the United Kingdom, 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 subthemes: 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. Teaching implications: we propose 12 concrete, co-produced, evidence-based recommendations to help initiate and advance psychology curriculum decolonization. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492465 |
| Database: | ERIC |
| Abstract: | Background: In the United Kingdom, 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 subthemes: 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. Teaching implications: we propose 12 concrete, co-produced, evidence-based recommendations to help initiate and advance psychology curriculum decolonization. |
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| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283241304026 |
