Complicated conversations: Decolonising psychology of education

Abstract

This article considers the impact of colonialism on higher education and examines perspectives on decolonisation of curricula. The field of psychology has long been shaped by an ethnocentric foundation, where most psychological theories have been developed from a Western perspective to influence University curricula. These theories and practices have often reflected the privileged viewpoints of middle-aged, Western, Caucasian males, leaving significant gaps in how psychology accounts for the diverse experiences of people worldwide. In a co-construction approach with lecturers and students, the School of Education at Trinity College Dublin (TCD) has taken steps to address these biases by decolonising the Psychology of Education programme’s reading lists and curricula. Central to the project was the notion of reflexivity and the incorporation of diverse perspectives, particularly those from marginalised groups, to create a more inclusive and comprehensive understanding of Psychology of Education through a Universal Design of Learning (UDL) lens to ensure accessibility.