School of Psychology, University of East London, London, UK.
Facultad de Ciencias Psicológicas, Universidad de Guayaquil, Guayaquil, Ecuador.
Int Rev Psychiatry. 2020 Jun;32(4):365-373. doi: 10.1080/09540261.2020.1762548.
As demanded by Argentinian cartoonist Quino's (2014) character Libertad (meaning freedom), the Latin American tradition of Liberation Psychology has explicitly called for a decolonising praxis since the 1970s. Such call has implications for training courses in psychology and other fields related to health and wellbeing, such as psychiatrists or social workers. However, there are various challenges in translating a decolonial rhetoric into concrete practice within the classroom, research and practice placements. This paper presents an account of experience and dialogues between two liberatory and critical community psychology educators in universities from the UK and Ecuador. Based on an international participatory roundtable on decolonisation and a pedagogical exchange between their students, the authors discuss the limitations and possibilities of engaging in a 'new praxis' that is both decolonial and liberatory.
正如阿根廷漫画家基诺（Quino）（2014 年）笔下的 Libertad（意为自由）所要求的那样，自 20 世纪 70 年代以来，拉丁美洲解放心理学传统就明确呼吁采取非殖民化实践。这种呼吁对心理学和其他与健康和福利相关的领域（如精神病学家或社会工作者）的培训课程产生了影响。然而，在课堂、研究和实践中，将非殖民化言论转化为具体实践存在各种挑战。本文介绍了来自英国和厄瓜多尔的两所解放和批判社区心理学教育工作者在大学中的经验和对话。基于关于非殖民化的国际参与圆桌会议以及他们的学生之间的教学交流，作者讨论了从事既是非殖民化又是解放的“新实践”的局限性和可能性。
