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UID:pretalx-sips2026-dc-7SZ9GZ@pretalx.com
DTSTART;TZID=EST:20260609T134000
DTEND;TZID=EST:20260609T134500
DESCRIPTION:University psychology departments are increasingly seeking to d
 ecolonise their curricula to make them more inclusive and representative. 
 Although students are central to these efforts\, their perspectives remain
  under-researched. To address this gap\, I interviewed 21 UK psychology st
 udents. Using a critical realist lens\, I examined the contextual factors 
 and mechanisms that help explain why\, how\, and under what circumstances 
 students engage (or not) with decolonial initiatives. The findings are org
 anised across four contextual layers. At the individual layer\, engagement
  was shaped by prior knowledge and beliefs\, agency\, educational mindset\
 , and teacher influence. At the interpersonal layer\, peer influence\, com
 fort and openness\, class diversity\, and teaching style were influential.
  At the institutional layer\, workload\, faculty diversity and training\, 
 and organisational emphasis played a role. At the infrastructural layer\, 
 historical exposure\, colonial legacies\, and perceived zeitgeist influenc
 ed engagement. Key mechanisms included psychological safety\, intrinsic an
 d extrinsic motivation\, and teacher enthusiasm.
DTSTAMP:20260524T183937Z
LOCATION:AUDITORIUM
SUMMARY:How and Why Students Engage with Decolonising Psychology Curriculum
  Initiatives - Gaurav Saxena
URL:https://pretalx.com/sips2026-dc/talk/7SZ9GZ/
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