University of East London, London, UK.
Am J Community Psychol. 2018 Dec;62(3-4):250-260. doi: 10.1002/ajcp.12292. Epub 2018 Dec 5.
The neoliberal academy is, at its core, an apparatus through which coloniality sustains itself. Despite the academy's self-promotion as a catalyzing institution that prepares students to become agents of social change and transformation, some students and faculty experience it as a crucible of oppression. In this essay I trace the beginnings of a project I was a part of in which I worked alongside students who demanded that a psychology program in the university be transformed into a force for decoloniality. I reflect on some of the conditions of coloniality that students actively resisted at one college and that exist elsewhere within the university. Juxtaposed against manifestations of coloniality in the university are synopses of student's experience of them. These synopses provide insight into why students have chosen to resist coloniality in the academy. I also outline a pedagogical response to coloniality that I created given students' desire for decoloniality. Finally, and with the permission of student artists, two liberation psychology student art projects are included to make visible the rise in subjectivity that becomes possible when a decolonial atmosphere is created within the university.
新自由主义学术界从本质上讲是维持殖民主义的机构。尽管学术界自诩为催化机构，能够培养学生成为社会变革和转型的推动者，但一些学生和教师却将其视为压迫的熔炉。在本文中，我追溯了我参与的一个项目的开始，该项目的目的是与要求大学心理学课程转变为去殖民化力量的学生合作。我反思了一些学生在一所学院积极抵制的、而在大学其他地方存在的殖民主义条件。与大学中殖民主义的表现并列的是学生对这些表现的概述。这些概述深入了解了学生为何选择在学术界抵制殖民主义。我还概述了我根据学生对去殖民化的渴望而创造的一种针对殖民主义的教学应对措施。最后，经学生艺术家许可，包括两个解放心理学学生艺术项目，以展示在大学内部创造去殖民化氛围时可能出现的主体性的提升。
