Decolonizing Psychological Pedagogy: Integrating Indigenous Knowledge and Ubuntu for Equitable Learning

Abstract

This research investigates ways of decolonizing psychological pedagogy by incorporating Indigenous knowledge systems and the African philosophy of Ubuntu, in order to create equitable learning contexts. We contextualize this work in the framework of decolonial theory (Mignolo, 2011) and critical Indigenous knowledge/ scholarship (Smith, 1999; Battiste, 2013), and propose a curriculum framework that strengthens communal knowledges, relational accountability, and care as central tenets of Ubuntu (Mbigi & Maree, 2005). The proposed research is a multi-method, with curriculum audit across undergraduate psychology courses, interviews with faculty and students, and participatory workshops with Indigenous Elders, to construct knowledge about the existing dominant Eurocentric influences in pedagogy and, co-construct inclusive and pedagogical strategies. The objective of the research is to develop a validated corpus, of pedagogical principles (e.g. story-work, reciprocity in learning circles, land-based experiential modules) that enrich student belonging, cultural competence, and critical reflexivity (Kincheloe, 2008; Dei, 2011). This project situates psychological education with the principles of collective well-being and social justice, and hopes to provide heads of psychology departments and curriculum committees with resources to help challenge colonial legacies and promote curricular that prioritizes 'multiple ways of knowing.' Ultimately, the integration of Indigenous methodologies and Ubuntu values is expected to enrich students’ educational experiences, cultivate transformative competencies, and advance equity in psychological training.