Different Perspectives, Shared Goals: Staff and Student Perspectives on Decolonising the Psychology Curriculum

Le résumé fourni par la source

Decolonising higher education has received increasing attention across UK universities, particularly within disciplines such as psychology, where Western perspectives have often been presented as universally applicable. Despite this growing interest, limited research has examined academic and student perspectives. This study explored how psychology academics and students at the University of Bradford understood and experienced curriculum decolonisation, where their perspectives converged or diverged, and the extent to which institutional commitments were reflected in curricular and pedagogical practice. This study makes a novel contribution by employing a co-produced approach where perspectives are explored within the same institutional context. Three separate focus groups were conducted with Psychology lecturers (n=6) and students (n=5). Using rapid qualitative analysis, we identified themes of Understanding Decolonisation, Collaborative Decolonisation Efforts, Barriers Towards Decolonising the Curriculum, and Implementing Decolonisation Practice. Our findings provide specific and concrete practices that can help enhance decolonisation and inclusivity in the Psychology curriculum.

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