Teaching Aids: Struggling with/through student resistances in psychology curricula in South African universities

Wilbraham, Lindy

doi:10.1080/13613324.2014.885424

Cited by 3 publications

(3 citation statements)

References 46 publications

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“…Even in the current accrediting guidance, there is space for curricula to include content on structural racism, e.g., through the BPS’s subtopics that relate to racism: ‘diversity’, ‘social constructionism’, ‘identity’ and ‘culture ’ (BPS, 2017 , p. 11) or through the more explicit guidance of the APA which notes racism, among other discriminations, is ‘highly relevant to teaching about diversity across all five learning goals of the undergraduate psychology curriculum ’ (APA, 2013 , p. 13, 2019). Indeed, a wealth of resources exist to facilitate this (Fairchild, 2017 ; Kurtiş & Adams, 2015 ; Owusu‐Bempah & Howitt, 2000 ; Salter et al., 2018 ; Sonn, 2008 ; Wilbraham, 2016 ). For example, Schmidt ( 2019 ) outlines psychology teaching examples about the violence, impact, and ubiquity of Canadian colonization on human behaviour.…”

Section: Discussionmentioning

confidence: 99%

Students’ understanding and support for anti‐racism in universities

Jankowski

2021

British J Social Psychol

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Critical Race Theory (CRT) suggests psychology's contribution to racism takes various forms. Abstractly, racism is promoted through psychology's flawed theoretical conceptualization as an individualized, inevitable occurrence. Concretely, it occurs because psychology is one of the most popular reasons students come to university and Black Asian and Minoritized Ethnic (BAME) students report racist harassment and less access to formal support whilst there. This racism and student-proposed anti-racist recommendations are often ignored. Concretely assessing what racism students face, assessing how students understand racism, and demonstrating student support for anti-racist recommendations, are CRT-informed methods of challenging university racism. White (n = 213) and BAME (n = 182) UK students were asked about their estimation of racism, any positive action and discrimination experienced, and their access to university support. Participants were also randomized into multiple conditions where five anti-racist recommendations were proposed (by Professors N. Patel, R. Smith, or no one). Participant consensus was found in high racism estimations, in benefiting from similar positive actions and in accessing four types of university support. However, White students underestimated racism more so, received less discrimination, and reported more access to three university support types. Almost all participants supported the recommendations regardless of proposer. These results suggest the implementation of anti-racist recommendations converges with university's interests as student stakeholder support them. Psychologists in universities can advocate for these recommendations and take other anti-racist actions.Recently, the British Psychological Society and American Psychological Association have acknowledged psychology's need to confront racism (APA, 2021; BPS, 2020). Confronting psychology's racism in universities is important for several reasons. First, because psychology is one of the most popular degree choices in the United Kingdom (UCAS, 2019). Second, because psychology contributes to a generalized theoretical minimization of racism (as an individualized prejudicial attitude; Henriques; Leach, 2002;Salter & Haugen, 2017) at least in part through teaching and research that occurs in universities. Finally, students of psychology and other courses, face racist inequalities inThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Students’ understanding and support for anti‐racism in universities

Jankowski

2021

British J Social Psychol

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“…Such stigmatising statements reveal gaps in existing SRH campaigning, and students' knowledge, around challenging the assumptions of heteronormative sex -that, even in contexts of high HIV prevalence, "real sex" remains penetrative, HIV-free and condom-free (Wilbraham 2016). This resists engagement with other sexualised practices and biomedical advances in antiretroviral treatment, and how safer sex might be normatively performed between seroconcordant and sero-discordant partners.…”

Section: Hiv Awareness Vs Stigmatisationmentioning

confidence: 99%

“…peer training). More recently, the focus has been on integrating HIV and AIDS education into the curriculum (De Lange 2014; Gill and Di Monte-Miller 2017;Verhoef 2016;Volks, Reddy and Saptouw 2016;Wilbraham 2016;Wood, Soudien and Reddy 2016), but students' exposure to this will depend on subject choice. There seem to be relatively few studies of peer-led interventions and integration of the risks of STIs into broader programmes related to SRH.…”

Section: Introductionmentioning

confidence: 99%

Promoting students’ sexual and reproductive health in peer-led programmes at two South African universities: Emergent tensions and dilemmas

Riet

Akhurst

Wilbraham

2019

sajhe

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Sexual and reproductive health programmes with students in higher education in South Africa, are a neglected area of intervention. We report on piloting the peer-facilitated Auntie Stella intervention material at two South African universities. This participatory methodology encourages critical thinking by opening discussion on managing relationships, sexual decision-making, gender-based violence and risk-safety. The format involves cards featuring a letter, a facilitated discussion, an answer-response and possible action points. Six focus groups of participants were facilitated by postgraduate students over four months. Using thematic analysis four tensions were identified in the student discussions: HIV awareness was in tension with relationship practices; awareness of risk was in tension with denial of vulnerability; awareness of individuals' rights was in tension with claims on these rights; and HIV knowledge was in tension with HIV stigma. The Auntie Stella material has the potential to open up discursive spaces amongst students, and to develop agency in sexual decision-making.

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Challenging the lack of BAME Authors in a Psychology Curriculum

Jankowski¹,

Sandle²,

Brown³

2022

bpspowe

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Decolonising psychology curricula faces substantial anti-racist inertia and a history of ‘using data limitations as an excuse not to push ahead’ (NUS & Universities UK, 2019; p.35). We report on a targeted curriculum decolonisation project at a British university. We quantitatively coded the identifiable ‘race’, gender and nationality of the authors set as reading at the beginning (in 2015–16) and three-years after the project began (in 2019–20). Our analysis revealed no significant change in the dominance of Globally Northern (95 per cent), white (95 per cent) and male (57 per cent) authors over time. Indeed, there were more White, male authors named John than BAME-female and male authors, of any name, collectively. We call on organisational bodies to promote decolonisation as part of course re-accreditation converging with staff’s interest.

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Teaching Aids: Struggling with/through student resistances in psychology curricula in South African universities

Cited by 3 publications

References 46 publications

Students’ understanding and support for anti‐racism in universities

Students’ understanding and support for anti‐racism in universities

Promoting students’ sexual and reproductive health in peer-led programmes at two South African universities: Emergent tensions and dilemmas

Challenging the lack of BAME Authors in a Psychology Curriculum

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