Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non-Indigenous Ally

Investing in Black LGBTQ+ liberation as white people: A call to action for community psychology

Due to systemic racialized homophobia and transphobia, Black lesbian, gay, bisexual, transgender, and queer (LGBTQ+) people continue to experience worse life outcomes in comparison to both their Black cisgender and heterosexual, and White LGBTQ+ counterparts. Community psychologists have the tools and training to address these disparities. Using a critical whiteness studies lens, we draw on qualitative data with 17 White LGBTQ+ people to describe how white supremacy manifests in LGBTQ+ spaces. Our research indicates White LGBTQ+ people want to create intersectional spaces but lack the necessary skills to effectively confront anti-Black racism. This resulted in actions which upheld and reinforced white supremacy, despite stated commitments to Black LGBTQ+ liberation. We conclude with recommendations for community psychologists, including engaging in intersectional coalition-building, training centered around queer critical race theory, working to address racialized homophobia and transphobia alongside existing efforts to deconstruct anti-Black racism within community psychology, and consciousness-raising work with White people involved in LGBTQ+ equality movements to dismantle white supremacist structures within their organizations.

Students' understanding and support for anti-racism in universities

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.

“Reconciliation” in undergraduate education in Canada: the application of Indigenous knowledge in conservation

Both the Truth and Reconciliation Commission (TRC) and the National Inquiry into Missing and Murdered Indigenous Women and Girls (MMIWG) explicitly emphasized the role of educators in “reconciliation.” Alongside this, conservation practitioners are increasingly interacting with Indigenous Peoples in various ways, such as in the creation and support of Indigenous protected areas and (or) guardian programs. This paper considers how faculty teaching aspiring conservation practitioners can respond appropriately to the TRC and MMIWG Inquiry while preparing students to engage with Indigenous Peoples in a way that affirms, rather than questions Indigenous knowledge and aspirations. Our argument is threefold: first, teaching Indigenous content requires an approach grounded in transformational change, not one focused on an “add Indigenous and stir” pedagogy. Second, we assert that students need to know how to ethically engage with Indigenous Peoples more than they need knowledge of discreet facts. Finally, efforts to “Indigenize” the academy requires an emphasis on anti-racism, humility, reciprocity, and a willingness to confront ongoing colonialism and white supremacy. This paper thus focuses on the broad change that must occur within universities to adequately prepare students to build and maintain reconciliatory relationships with Indigenous Peoples.

An integrative review of empirical literature on indigenous cognitive impairment and dementia

AIMS

To synthesize research findings about Indigenous perspectives on cognitive impairment and dementia.

DESIGN

Whittemore and Knafl's updated approach to integrative review and PRISMA guidelines for narrative analysis was followed.

DATA SOURCES

A systematic search of the published literature from 2010-June 2020 was undertaken in four databases and complemented by supplementary searches.

REVIEW METHODS

Thirty-four studies met the research question and inclusion criteria.

RESULTS

Four themes describe the findings. Most of the studies were conducted by non-Indigenous researchers and may reflect Western perspectives on dementia rather than Indigenous views. A majority of the studies report epidemiological data or the testing of clinical tools.

CONCLUSION

The review indicates a dearth of knowledge about Indigenous perspectives on ageing and understanding of cognitive impairment and dementia. Researchers need to draw on Indigenous traditional knowledge, culture, and traditions through a meaningful engagement with Indigenous communities and Elders to indigenize and decolonize dementia care.

IMPACT

This integrative review highlights the need for community-led discussions and community engagement around Indigenous perspectives, needs, and understandings of ageing, cognitive impairment, and dementia care.