从非殖民的角度来说,感知和思考:基于教学费的种族化家庭治疗师在不教学的情况下学习
Marcela Polanco1,2, Pankaj Kumar1, Fraol Frada Olyad1
1Marriage and Family Therapy, Department of Counseling and School Psychology, San Diego State University, San Diego, California, USA.
Family process
|July 18, 2024
概括
这项研究批评西方大学对家庭治疗培训的控制,倡导非殖民主义的方法. 它探讨了具有挑战性的殖民结构,以促进家庭治疗师和教育的新可能性.
科学领域:
- 社会科学 社会科学 社会科学
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 批评西方制度化的大学内家庭治疗师培训的伦理含义.
- 强调在高等教育中对知识的殖民控制和管理.
- 探讨了影响家庭治疗培训的知识的异性父权,欧洲中心的制度化.
研究的目的:
- 为了使美国的家庭治疗培训的理解和实践脱殖民化.
- 分析如何种族化和货币化维持殖民结构在家庭治疗教育.
- 通过挑战现有的培训模式,探索家庭治疗中"再现"的可能性.
主要方法:
- 采用非殖民主义理论和思想家来分析家庭治疗教育.
- 集中讨论大学结构内的知识的种族化和货币化.
- 利用非殖民主义教学,专注于没有传统教学的学习.
主要成果:
- 确定了欧洲中心的知识系统与当前家庭治疗培训的可持续性之间的联系.
- 在家庭治疗教育中讨论了种族在多样性,平等和包容性倡议中的复杂性.
- 提出了诸如"裂制造"",表观性起义"和"恶作剧"等实践作为去殖民化的途径.
结论:
- 家庭治疗教育是社会政治斗争和行动的场所.
- 脱殖民主义的方法为"重新存在"和裂殖民训练结构提供了可能性.
- 恢复基于社区的知识对于家庭治疗的非殖民化未来至关重要.
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