Polanco Marcela, Kumar Pankaj, Olyad Fraol Frada, Enemark Claire Henry
Marriage and Family Therapy, Department of Counseling and School Psychology, San Diego State University, San Diego, California, USA.
Spanglish Decolonial Healing, Department of Counseling and School Psychology, San Diego State University, San Diego, California, USA.
Fam Process. 2025 Mar;64(1):e13034. doi: 10.1111/famp.13034. Epub 2024 Jul 18.
We address the ethical implications of training and becoming family therapists in the United States when considering the colonial control and management of knowledge by the westernized institutionalized university. We do so decolonially. Through the work of decolonial thinkers, doers, and sensers, we center our discussion on the heteropatriarchal Eurocentric institutionalization of knowledge linked to the development and sustainability of structures of family therapy training through racialization and monetization. We discuss a decolonial understanding of race in relation to the liberalized politics of diversity, equity, and inclusion and upward mobility of family therapy education. Most importantly, we reflect upon the possibilities of reexistence within family therapy, fissuring the colonial structures of training tuition-based family therapists. We locate those possibilities through practices of crack-making, epistemic insurgence, and mischief. Our discussions and reflections are developed throughout by thinking, sensing, and speaking decolonially, storying our racialized incarnated lives from the saberes, ज्ञान, rhythms, vapors, or tastes of our communities, displaced by the European cannon. We embrace a decolonial pedagogy of learning without teaching, positioning family therapy education as a site for sociopolitical struggle and action toward possibilities of reexistence.
在考虑西方化的制度化大学对知识的殖民控制和管理时，我们探讨了在美国培训并成为家庭治疗师的伦理意义。我们以去殖民化的方式来进行探讨。通过去殖民化思想家、行动者和感知者的工作，我们将讨论的重点放在与家庭治疗培训结构的发展和可持续性相关的、通过种族化和货币化实现的异性父权制欧洲中心知识制度化上。我们讨论了与多元化、公平和包容的自由化政治以及家庭治疗教育的向上流动相关的去殖民化种族理解。最重要的是，我们思考了在家庭治疗中重新存在的可能性，打破以学费为基础培训家庭治疗师的殖民结构。我们通过制造裂缝、认知反抗和恶作剧等实践来找到这些可能性。我们的讨论和反思贯穿始终，以去殖民化的方式思考、感知和言说，从我们被欧洲标准取代的社区的知识、智慧、节奏、气息或品味中讲述我们被种族化的肉身生活。我们采用一种不教而学的去殖民化教学法，将家庭治疗教育定位为社会政治斗争的场所以及走向重新存在可能性的行动场所。
