Decolonising Psychology in residential and open distance e-learning institutions: critical reflections

Abstract

In this article, we contribute to the current discussions and debates on decolonising Psychology by discussing some critical dimensions of decolonisation as it pertains to the explicit, hidden, and null curriculum. We also discuss the nuances of engaging a decolonised Psychology curriculum as members of staff in residential and open distance e-learning institutions. This includes issues of contact within and outside the classroom, language, and intersections of gender, race, and class. The multi-layered nature of the curriculum demands that we interrogate and tackle the idea of the curriculum as more than written text but must include the psycho-social biographies of both students and staff. Finally, we discuss some of the ways in which a decolonised Psychology curriculum may be envisioned as part of re-imagining the curriculum.