"Intensely White": Psychology Curricula and the (Re)production of Racism

Autor/inn/en	Gillborn, Sarah; Woolnough, Helen; Jankowski, Glen; Sandle, Rowan
Titel	"Intensely White": Psychology Curricula and the (Re)production of Racism
Quelle	In: Educational Review, 75 (2023) 5, S.813-832 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gillborn, Sarah) ORCID (Woolnough, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1978402
Schlagwörter	Psychology; Curriculum; Racism; Critical Race Theory; Higher Education; Social Justice; Minority Group Students; College Students; Student Attitudes; Educational Change; Advocacy + Suchen Sie Ihr Suchwort? Psychologie; Curricula; Lehrplan; Rahmenplan; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Collegestudent; Schülerverhalten; Bildungsreform; Sozialanwaltschaft
Abstract	Psychology has witnessed an upsurge in discussions around institutional racism as a response to global anti-racist activism following the murder of George Floyd in May 2020 by a police officer in Minneapolis, USA. Within academic institutions, students have been challenging institutional racism for years, highlighting how the whiteness of curricula serves to uphold systems of racial injustice. Such calls are often met with denial and sometimes active backlash. Nevertheless, further reflection is crucial if universities and accrediting bodies endorsing educational and professional courses seek meaningful systemic change. Informed by Critical Race Theory, this study uses original empirical data to uncover how students of colour experience psychology curricula by conducting six face-to-face focus groups with 22 undergraduate and postgraduate students of colour on psychology courses at a UK university. Results from reflexive thematic analysis reveal, first, how the psychology curricula are marked by knowledges that (re)produce racism; second, how students are calling for change; and finally, confusion over where responsibility for change lies. We argue that this analysis has important implications for the perpetuation of institutional racism within psychology, academia in general, and subsequent professional psychological practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01