Curtin University, Bentley, WA, Australia.
Am J Community Psychol. 2018 Dec;62(3-4):261-271. doi: 10.1002/ajcp.12291. Epub 2018 Dec 2.
Critical reflexivity is a mechanism for working toward decoloniality in higher education, with the potential to prompt students' to critique the contexts in which they are embedded, and facilitate transformative learning. We present a critical examination of the tensions surrounding decoloniality and critical reflexivity in an undergraduate unit on Indigenous and cross-cultural psychology at a large Australian university. We invited students in the unit to participate in a written reflexive exercise at the beginning (N = 44) and end of semester (N = 23) and analyzed these reflections qualitatively for level (four-category scheme for coding) and content (causal layered analysis) of reflection. Findings suggest that, while students' primarily demonstrate reflective engagement at levels preordinate to critical reflexivity, they are also engaged in active and nuanced processes of negotiating discomfort and uncertainty in this space. We pose critical commentary on the notion of safety in teaching practice, and consider the role of the academic institution in parametrizing the decolonial stance. This research holds application and transferability to higher education settings, and for the enduring project of engaging a decolonial approach to the curriculum within psychology.
批判性反思是在高等教育中实现去殖民化的一种机制，它有可能促使学生批判他们所处的环境，并促进变革性学习。我们对澳大利亚一所大型大学本科跨文化与土著心理学课程中去殖民化和批判性反思所面临的紧张关系进行了批判性的审视。我们邀请该课程的学生在学期开始时（N=44）和结束时（N=23）参加一项书面反思练习，并对这些反思进行定性分析，包括反思的层次（四级编码方案）和内容（因果层次分析）。研究结果表明，虽然学生主要表现出在批判性反思之前的层次上的反思参与，但他们也在这个空间中积极而细致地处理不适和不确定性。我们对教学实践中的安全概念提出了批判性的评论，并考虑了学术机构在规范去殖民立场方面的作用。这项研究适用于高等教育环境，也适用于在心理学课程中采用去殖民方法的持久项目。
