Co-constructing a decolonising praxis in academia through dialogues and pedagogical experiences between the UK and Ecuador

Abstract

As demanded by Argentinian cartoonist Quino’s (2014) character Libertad (meaning freedom), the Latin American tradition of Liberation Psychology has explicitly called for a decolonising praxis since the 1970s. Such call has implications for training courses in psychology and other fields related to health and wellbeing, such as psychiatrists or social workers. However, there are various challenges in translating a decolonial rhetoric into concrete practice within the classroom, research and practice placements. This paper presents an account of experience and dialogues between two liberatory and critical community psychology educators in universities from the UK and Ecuador. Based on an international participatory roundtable on decolonisation and a pedagogical exchange between their students, the authors discuss the limitations and possibilities of engaging in a ‘new praxis’ that is both decolonial and liberatory.

Graphical Abstract

Keywords:

• Decolonial
• psy
• liberation
• praxis
• pedagogy

Disclosure statement

No conflict of interest was reported by the author(s).

Notes

1 NSU names ‘women, working class, disabled, LGBT+, Black students and those with caring responsibilities’; arguably, others such as people with strong faith or older are also marginalised.