Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non‐Indigenous Ally.
Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post‐secondary institutions "to integrate Indigenous knowledge and teaching methods into classrooms" as well as to "build student capacity for intercultural understanding, empathy, and mutual respec...
| Publicado en: | American Journal of Community Psychology Vol. 64; no. 1/2; pp. 59 - 72 |
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| Formato: | Artículo |
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Wiley-Blackwell
Sep2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=138668852&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 138668852 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00910562 CMP jtl: American Journal of Community Psychology issn: 00910562 maglogo: N pubinfo: dt: Sep2019 vid: 64 iid: 1/2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 138668852 10.1002/ajcp.12365 ppf: 59 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 163KB tig: atl: Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non‐Indigenous Ally. aug: au: Schmidt, Heather affil: Department of Psychology, Cape Breton University, Sydney NS, Canada su: Canada Community psychology Psychology Change (Psychology) First Nations of Canada Truth commissions Traditional knowledge sug: subj: Community psychology Psychology Change (Psychology) First Nations of Canada Canada Aboriginal public administration Truth commissions Traditional knowledge keyword: Allyship Decolonization Indigenization Indigenous peoples Teaching Psychology Truth and Reconciliation Allyship Decolonization Indigenization Indigenous peoples Teaching Psychology Truth and Reconciliation ab: Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post‐secondary institutions "to integrate Indigenous knowledge and teaching methods into classrooms" as well as to "build student capacity for intercultural understanding, empathy, and mutual respect." In response, Canadian universities have rushed to "Indigenize" and are now competing to hire Indigenous faculty, from a limited pool of applicants. However, it is missing the true spirit of reconciliation for non‐Indigenous faculty to continue with the status quo while assigning the sole responsibility of Indigenizing curriculum to these new hires. How can non‐Indigenous psychology professors change their teaching to ensure that all students acquire an appreciation of traditional Indigenous knowledge about holistic health and healing practices, as well as an understanding of Canada's history of racist colonization practices and its intergenerational effects? Community psychologists, particularly those who have established relationships with Indigenous communities, have an important role to play. In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations. Highlights: Describes how and why non‐Indigenous psychology professors should integrate directives from the 2015 Truth and Reconciliation Commission into their teaching practices.Reflects on the successes, questions, and ongoing challenges of decolonizing and Indigenizing the teaching of psychology.The core values and practices of Community Psychology are particularly well suited to the endeavor of decolonizing and Indigenizing academia and its curriculum. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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