Perceptions of curriculum decolonisation and identification of actionable points to decolonise the psychology and neuroscience curriculum: Participatory research with students from around the globe
Keywords:
Decolonising the curriculum, Participatory Research, Neuroscience Education, Psychology Education, Qualitative MethodsAbstract
Universities play a crucial role in promoting social justice and fostering an open, plural society. Decolonising the curriculum is essential in the effort to resist colonisation and racialisation while enhancing student engagement and learning. This is particularly important in programmes that directly impact societal practices, such as neuroscience and psychology, which underpin much of the global mental healthcare system. However, it remains unclear how diverse student groups conceptualise curriculum decolonisation and what changes they perceive as necessary. To address this gap, we co-developed an open-ended survey with three MSc students from different ethnic backgrounds. This collaborative approach ensured the survey's relevance, clarity, and inclusivity. Students from two online MSc programmes in neuroscience and psychology participated in the study. A thematic analysis of the survey responses (n=16) revealed diverse understandings of curriculum decolonisation and its significance. Despite these varied perspectives, students identified common barriers and actionable points to enhance the cultural inclusivity of psychology and neuroscience education. Based on these findings, we propose a three-stage participatory roadmap as an initial framework for decolonising journeys beyond these programmes.
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