2026-06-09 –, AUDITORIUM
University psychology departments are increasingly seeking to decolonise 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 students. 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 organised 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, comfort 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 influenced engagement. Key mechanisms included psychological safety, intrinsic and extrinsic motivation, and teacher enthusiasm.
I am a third-year PhD student in the School of Psychological Science, University of Bristol. My research focuses on the decolonisation of the psychology curriculum. I am particularly interested in exploring the initiatives universities are taking to decolonise their curricula, understanding the impacts of these initiatives on students, and examining how and why these effects occur. Alongside my research, I am a Student Fellow at the Bristol Institute for Learning and Teaching, where I focus on exploring how AI can be used to support education. As part of this role, I am also examining the theme of decolonisation of AI. My other research interests include positive psychology, cross-cultural research, and religion and spirituality.