Understandings of a Decolonised Psychology Curriculum at a South African University.

 

 

 

Discussions about decolonisation of the curriculum resurfaced after the #FeesMustFall movement in South African universities. Despite its long history, there’s little movement in its implementation. Decolonisation is regaining popularity in academia; however little room is afforded to students to express their understanding of what the decolonisation of the curriculum entails. A gap within the literature was identified, which was the little consideration given to student voices. Thus, the primary aim of this research project was to explore students understanding of a decolonised Psychology curriculum in South Africa. The study’s objectives were to explore what current understandings of decoloniality exist amongst Psychology students; this included identifying what opportunities are provided for students to engage with the process of decolonising the curriculum as well as explore students’ perceptions of their involvement in the decolonisation of the Psychology curriculum to make it more applicable in the South African context. Through a qualitative exploratory research design, this study sought to gather insights from undergraduate and post-graduate Psychology students registered at a South African university. Participants were purposively sampled, and two focus group discussions consisting of 6 postgraduate and 5 undergraduate students were facilitated. The study received ethics approval, adhered to good ethical principles, and was conducted with permission from the university’s registrar. Thematic content analysis was used following Braun and Clarkes (2013) analytical steps. Several themes emerged which included students’ interpretations of decolonisation, Afrocentric pedagogy, power structures and individual and institutional interventions. The findings suggest that students understand decolonisation, and what their role is in the transformation of the Psychology curriculum.