The interplay of paradigms: Decolonizing a psychology curriculum in the context of the siege of Gaza
Abstract
In this article, we reflect on decolonizing models of pedagogy with empirically-supported approaches as an epistemological point of departure. We discuss the risk of reproducing a colonial pedagogical framework in a way that promotes a dominant Western voice over indigenous knowledge and local culturally-informed processes of teaching mental health interventions. Gazans experience ongoing trauma, stress, despair, hopelessness, helplessness, loss...
Paper Details
Title
The interplay of paradigms: Decolonizing a psychology curriculum in the context of the siege of Gaza
Published Date
Oct 14, 2019
Journal
Volume
72
Issue
3
Pages
183 - 198
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Notes
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