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Description: In my previous post I went on at some length about ways in which I am going to try and create some context and related understanding of what we might understand the term “indigenization” to mean as applied to Universities and to Disciplines like Psychology. The article linked to the previous post provided an overview of some efforts towards institutional indigenization. The question of what this might mean at the disciplinary level (say Psychology) was not addressed. To get you to start thinking in that direction I would like you to have a look at the downloadable document linked below in which an academic at the University of Regina lays out 100 ways to Indigenize and decolonize academic programs and courses (thus its title). Have a look through the list and as you do, especially with the recommendations offered to course instructors and think about what they might mean to a Psychology course instructor.

Source: 100 ways to Indigenize and decolonize academic programs and courses, Shauneen Pete, University of Regina.

Date: May 20, 2018

Photo Credit: Julie Flett

Article Links:

So how did it go? My sense was that while there were a few recommendations I could see ways to apply to Psychology and some that rather clearly did not apply I could also see that there were quite a few where a bit more information about how indigenous knowledge and culture does or does not map onto mainstream Psychological concepts, theories and assumptions is needed before one to contemplate how at act on the recommendations in a Psychology class. So there is more to be done!

Questions for Discussion:

  1. What is meant by the word indigenization in relation to universities?
  2. What is potentially gained by indigenizing universities?
  3. What might it mean to indigenize Psychology?

References (Read Further):

Ragoonaden, K., & Mueller, L. (2017). Culturally Responsive Pedagogy: Indigenizing Curriculum. The Canadian Journal of Higher Education, 47(2).

Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing diversity in schools: Culturally responsive pedagogy. Teaching Exceptional Children, 39(3), 64-68.

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