(De)colonizing Culture in Community Psychology: Reflections from Critical Social Science

Cruz, Mariolga Reyes; Sonn, Christopher

doi:10.1007/978-1-4939-1283-4_10

Cited by 20 publications

(11 citation statements)

References 63 publications

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“…From a psychological point of view, it can be achieved only through the effort to dismantle seven barriers, i.e. between 1) various constructed social identities, 2) the "personal" and the "cultural", 3) self and others, 4) general/novice and specialized/expert, 5) subject and object, 6) "traditional" and "modern", as well as 7) psychological vs. natural and other social sciences [1] [4].…”

Section: Introductionmentioning

confidence: 99%

Indonesian Students’ Representation on Psychology and Social Change: Challenge for Curriculum Progression

Abraham¹,

Prayoga²

2017

JSS

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As a science, psychology experiences paradoxical condition. There is indeed a recognition that its applications in the educational, clinical, and industrial fields have proliferated extensively in Indonesia. However, there are criticisms that 1) psychology mimics natural science epistemology, 2) the identity of Indonesian Psychology is still in the "status quo", 3) its role in designing social change is minimal (e.g. "Mental Revolution" movement in Indonesia is considered to be more influenced by Sociology rather than Psychology proponents), 4) psychology tends to prioritize the well-being of the elite (sociallyeconomically) of society, not the poorest. This study used a qualitative descriptive approach to explore the social representation on the perceptions of university students about the contribution of psychology in inspiring them to create social change. Participants of this study were 104 Psychology students (28 males, 76 females; 101 undergraduate, 3 graduate students) in Jakarta, Banten, Westand Central Java, Indonesia. We asked them a) the reason for choosing Psychology study program, b) the meaning of social change, c) the psychological courses associated with social change, d) the social problems urgent to be managed by psychology, and e) what their own plans are in making the change. Generality and uniqueness of the participants' answers will be discussed so as to generate suggestions for psychology curriculum development that is more contextual, innovative, and empowering in Indonesia.

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Section: Introductionmentioning

confidence: 99%

Indonesian Students’ Representation on Psychology and Social Change: Challenge for Curriculum Progression

Abraham¹,

Prayoga²

2017

JSS

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“…This is not to say that psychology educators are not continually grappling with ways to creatively insert critical aspects within psychology education both in Australia and elsewhere (see Carolissen et al, 2017; R. Fox & Fryer, 2018; Reyes Cruz & Sonn, 2011). Nor is this to suggest that textbooks do not address critical thinking as an important skill for psychology students.…”

Section: Epistemic Deceit and Discriminatory Impactsmentioning

confidence: 99%

Psychology education and the neoliberal episteme in Australia

Keast

2020

Theory & Psychology

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This article investigates some of the ways in which neoliberalism and mainstream psychology intersect to maintain a dominant episteme in psychology education within the Australian context. It is argued that the ubiquity and logic of neoliberalism and the philosophical inclination of mainstream psychology create a “culture of positivism” and epistemic deceit within psychology education. Some of the features of psychology as it has developed in Australia are offered to more clearly define what mainstream psychology is, before outlining the current regulatory, political, and economic forces shaping psychology education and the neoliberal university. The article concludes by proposing some of the consequences for a psychology education system that does not interrogate the origins of epistemic power and proposes that a greater focus on epistemological ethics and historical–hermeneutic elements in psychology education may offer some resistance to the neoliberal episteme.

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“…The work is organized around different substantive, theoretical, and methodological issues, including understanding meanings of migration for South Africans in Australia, the impacts of apartheid on identity and community, and examining whiteness in the context of indigenous empowerment. In terms of theory-practice-ethics, Mariolga Reyes Cruz and I (see Reyes Cruz & Sonn, 2011) have advocated a decolonizing standpoint to move community research and action closer to its emancipatory goals.…”

Section: Positioning Ourselvesmentioning

confidence: 99%

Beyond disciplinary boundaries: speaking back to critical knowledges, liberation, and community

Sonn

Arcidiacono

Dutta

et al. 2017

South African Journal of Psychology

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This article explores critical directions for forging new disciplinary traditions within community psychology, as discussed by a panel at the conclusion of the 6th International Conference on Community Psychology (ICCP 2016). The conference itself was constructed as an enactment of a decolonizing approach, looking at the entire globalized system from the African continent and centring knowledges produced by Africans and the diaspora. Several panellists were invited to offer their reflections on the emerging discussions, and absences or silences they observed at the conference, as well as how community research and action can develop a research and teaching programme that is liberatory. Panellists’ comments pointed to the importance of the decolonization project globally and the implications of decoloniality for community research and action. The challenge for community research and action is to build alliances and networks across space and time, and with various social movements. The discipline needs to centre and draw out the voices of those who have been excluded, to retrieve and reclaim ways of knowing, being, and doing because these are key to tackling the coloniality of power and to forging new ways of doing ethical and just community research and action.

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(De)colonizing Culture in Community Psychology: Reflections from Critical Social Science

Cited by 20 publications

References 63 publications

Indonesian Students’ Representation on Psychology and Social Change: Challenge for Curriculum Progression

Indonesian Students’ Representation on Psychology and Social Change: Challenge for Curriculum Progression

Psychology education and the neoliberal episteme in Australia

Beyond disciplinary boundaries: speaking back to critical knowledges, liberation, and community

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