Coproducing Recommendations for Decolonizing the Psychology Curriculum With Psychology Faculty Members

Abstract

Background: In the United Kingdom, psychology departments are responding to growing calls for curriculum decolonization. However, there remains limited dialogue and sharing of best practice. Objective: We aimed to catalyze discussion among key faculty members involved in curriculum decolonization, learn from their experiences, and collaboratively develop recommendations for psychology curriculum decolonization. Method: Eleven contributors shared their insights regarding their departments’ decolonization efforts and how they navigated challenges. Findings: Reflexive thematic analysis generated five themes. Motivation to decolonize the curriculum highlighted the student-centric, institutional, and ethical reasons driving curriculum decolonization. Approaches to curriculum decolonization described the varied ways in which curriculum decolonization is being envisioned. Efforts towards decolonizing the curriculum included two subthemes: review, revise, and reform discussed the initiatives for decolonizing the content-related aspects of the curriculum, and train, collaborate, and empower highlighted the efforts that complemented these initiatives. Supporting curriculum decolonization explained how decolonization work could be sustained, and creating a conducive ecosystem discussed the need for a supportive environment. Conclusion: Our study highlighted the potential of collaborative efforts, institutional support, critical reflection, and inclusive dialogue to reimagine, restructure, and decolonize curricula. Teaching implications: we propose 12 concrete, co-produced, evidence-based recommendations to help initiate and advance psychology curriculum decolonization.