View in EDS

Coproducing Recommendations for Decolonizing the Psychology Curriculum with Psychology Faculty Members

Saved in:
Bibliographic Details
Title: Coproducing Recommendations for Decolonizing the Psychology Curriculum with Psychology Faculty Members
Language: English
Authors: Gaurav Saxena (ORCID 0000-0002-9526-2550), Peter J. Allen (ORCID 0000-0002-9690-1545), Christopher Kent, Lucy Yardley
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1492465
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Coproducing Recommendations for Decolonizing the Psychology Curriculum with Psychology Faculty Members
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gaurav+Saxena%22">Gaurav Saxena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9526-2550">0000-0002-9526-2550</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+J%2E+Allen%22">Peter J. Allen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9690-1545">0000-0002-9690-1545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Kent%22">Christopher Kent</searchLink><br /><searchLink fieldCode="AR" term="%22Lucy+Yardley%22">Lucy Yardley</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2026 53(1):91-103.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00986283241304026
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492465
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492465
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00986283241304026
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 91
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Coproducing Recommendations for Decolonizing the Psychology Curriculum with Psychology Faculty Members
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gaurav Saxena
      – PersonEntity:
          Name:
            NameFull: Peter J. Allen
      – PersonEntity:
          Name:
            NameFull: Christopher Kent
      – PersonEntity:
          Name:
            NameFull: Lucy Yardley
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0098-6283
            – Type: issn-electronic
              Value: 1532-8023
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Teaching of Psychology
              Type: main
ResultId 1