Decolonising Psychology in the Caribbean: Teaching Practices and Knowledge Challenges

What is it about?

This study looks at how psychology teachers in the Caribbean are trying to “decolonise” the way psychology is taught. Psychology as a subject has mostly been shaped by ideas from Europe and North America, which don’t always fit the realities of Caribbean people. The authors—lecturers at different universities—worked together to reflect on how they teach psychology and how they encourage students to think critically about the theories and practices they learn. Using a method called collaborative autoethnography, the lecturers shared how they use classroom activities like journaling, questioning, group discussions, and demonstrations to help students examine their own experiences and challenge mainstream psychological ideas. They also looked at their own teaching styles and mindsets, recognising that even though they want to make change, they sometimes still rely on traditional approaches. The study found six main themes, including the importance of creating safe and supportive classrooms, helping students question themselves and the world around them, and the internal conflicts teachers feel when trying to shift away from long-held ideas in psychology. This research shows that meaningful change in psychology education starts in the classroom—and with teachers who are willing to question the status quo.

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Photo by Nathaniel Tetteh on Unsplash

Photo by Nathaniel Tetteh on Unsplash

Why is it important?

This work stands at the intersection of psychology, education, and decolonial thought, offering a timely and necessary re-evaluation of how psychological knowledge is taught, understood, and applied in postcolonial contexts, particularly the Caribbean. Unlike traditional approaches that treat psychology as a neutral, universal discipline, this study challenges entrenched Eurocentric frameworks by foregrounding the lived experiences, cultural realities, and epistemologies of Caribbean people. What makes this work especially unique is its use of collaborative autoethnography, allowing educators to reflect collectively on their teaching practices and uncover how their own positionalities shape the way knowledge is conveyed. Rather than presenting decolonisation as a theoretical ideal, the work offers practical, grounded examples of how reflective practices in the classroom can actively shift students from passive consumers of psychological theory to engaged creators of culturally relevant knowledge. The research is also timely, as global academic institutions and professional bodies are increasingly recognising the need to diversify curricula, disrupt colonial legacies, and promote culturally responsive education. This work contributes to that movement by offering a replicable model for other regions grappling with similar tensions between imported knowledge systems and local realities. Potential Impact By reimagining how psychology is taught and by placing the Caribbean experience at the center of knowledge production, this work has the potential to reshape academic curricula, influence educator training, and inspire similar shifts in other disciplines across the Global South. It challenges both students and academics to critically interrogate what counts as knowledge, who gets to produce it, and how it can be made more just and inclusive. Ultimately, this work is not just about transforming psychology in the Caribbean, it’s about contributing to a global conversation on equity, representation, and the power of education to drive social change.

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