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Embodying Decoloniality: Indigenizing Curriculum and Pedagogy
1University of Calgary, Calgary, AB, Canada.
American Journal of Community Psychology
|December 5, 2018
Summary
This study presents a framework for decolonizing and Indigenizing psychology education. It emphasizes community-based Indigenous perspectives and pedagogies for equitable research and practice with Indigenous communities.
Area of Science:
- Psychology
- Indigenous Studies
- Education
Background:
- Psychology is deeply rooted in colonial thought systems.
- Meaningful engagement with Indigenous communities requires decolonizing and Indigenizing research, practice, and education.
Purpose of the Study:
- To illustrate an embodied approach to decoloniality by Indigenizing curriculum and pedagogy in community psychology.
- To present a framework for decolonizing and Indigenizing curriculum using Indigenous research and experience.
Main Methods:
- Deconstructing ineffective service provision models for Indigenous communities.
- Restoring colonial narratives through community-based Indigenous perspectives.
- Engaging Indigenous best practices through community-based processes.
Main Results:
- A framework for decolonizing and Indigenizing curriculum is presented.
- Highlights the importance of Indigenous knowledge, relationships, and land in community wellness.
- Discusses the enactment of Indigenous pedagogies using protocols, ethics, talking circles, storytelling, and land-based methods.
Conclusions:
- Decolonizing and Indigenizing psychology education is integral for ethical practice.
- Community-based Indigenous approaches offer a path toward equitable wellness.
- Challenges and rewards exist in implementing these changes within conventional educational systems.
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