Fox Rachael, Nic Giolla Easpaig Bróna
School of Psychology, Faculty of Business, Justice and Behavioural Studies, Charles Sturt University, Bathurst, New South Wales, Australia.
Australian Institute of Health Innovation, Faculty of Medicine and Health Sciences, Macquarie University, Sydney, New South Wales, Australia.
J Community Psychol. 2021 Jan;49(1):228-240. doi: 10.1002/jcop.22472. Epub 2020 Nov 10.
This article describes the experiences of teaching undergraduate psychology students in an Australian context. The degree course the students take has no community or critical units, but it is one of very few in Australia that has a compulsory standalone unit in qualitative methods. While qualitative methods are by no means necessarily inherently critical or community focused, it has presented an opportunity to the teachers of the unit (the authors of this paper). The authors of this paper, who employ community critical methodologies in their research, aim to design teaching which is also grounded in such theory, wherever possible and despite significant limitations. Such teaching is informed by: challenging taken for granted assumptions; deconstruction and problem posing; making things uncomfortable; and relating differently. The paper describes a design of teaching where all the students undertake research projects exploring the research question: "what does psychology offer community?" Following a description of the methodologies and teaching practices, the authors reflect subjectively on their experiences working with the students, on opportunities which arose and on structural boundaries which appear to make community critical methodologies in university teaching very difficult.
本文描述了在澳大利亚背景下教授本科心理学专业学生的经历。学生所学的学位课程没有社区或批判性单元，但它是澳大利亚极少数设有定性方法必修独立单元的课程之一。虽然定性方法本身并不一定必然具有批判性或聚焦于社区，但这为该单元的教师（本文作者）提供了一个机会。本文作者在其研究中采用社区批判方法，旨在尽可能地设计出基于此类理论的教学，尽管存在重大限制。这种教学的依据是：挑战理所当然的假设；解构与提出问题；制造不适；以及以不同方式建立联系。本文描述了一种教学设计，所有学生都开展研究项目，探索研究问题：“心理学能为社区提供什么？”在描述了方法和教学实践之后，作者主观地反思了他们与学生合作的经历、出现的机会以及似乎使大学教学中的社区批判方法非常困难的结构界限。
