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首页> 外文期刊>American journal of community psychology >Unsettling the Settlers: Principles of a Decolonial Approach to Creating Safe(r) Spaces in Post-secondary Education
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Unsettling the Settlers: Principles of a Decolonial Approach to Creating Safe(r) Spaces in Post-secondary Education

机译：令人尚不安的定居者：在后学后教育中创造安全（R）空间的脱殖民地方法的原则

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In this paper we discuss the ongoing colonial relationship between Indigenous and non-Indigenous peoples in Canada with a consideration of how to align the principles and core values of community psychology in relation to Indigenous rights, decolonization, and social justice. In working with Community Psychology values to address issues of social justice it is necessary to recognize that empowerment alone is only one half of the solution. While our discipline focuses on oppression and the empowerment of vulnerable and disenfranchised populations we generally fail to consider the relational aspects of power and justice. Specifically, in recognizing power inequities the focus is often placed on empowerment among vulnerable or subjugated communities while neglecting the requisite counterbalance of consciousness-raising and de-powerment of dominant populations. The authors provide three personal accounts from a non-Indigenous faculty member, an Indigenous doctoral student, and a recently graduated non-Indigenous Masters student. We share our experiences of conscientization and decolonization within the post-secondary and graduate education systems. We describe an educational context, a pedagogical praxis, and our efforts to bridge the theories of Settler colonialism and community psychology. From our individual and collective reflections of engagement with decolonization in the education system we present an emergent framework that highlights four principles for decolonization. In implementing these principles we discuss the co-creation of safe(r), decolonized spaces within post-secondary institutions through deconstructing dominant narratives and illuminating Indigenous narratives of self-determination with attention to the de-powerment of non-Indigenous faculty and students.
机译：在本文中，我们讨论了加拿大土着和非土着人民之间正在进行的殖民关系，审议了如何将社区心理学的原则和核心价值与土着权利，非殖民化和社会正义联系在一起。在与社区心理学价值观合作以解决社会正义问题，有必要认识到，仅授权只有解决方案的一半。虽然我们的纪律侧重于压迫和赋予弱势和剥夺群体的权力，但我们通常未能考虑权力和正义的关系方面。具体而言，在识别出功率不平等中，焦点通常被赋予弱势或苏兴社区之间的赋权，同时忽视了提高意识和脱髓鞘的必要逆向。作者提供了来自非本土教职件，土着博士生和最近毕业的非土着大师学生的三名个人账户。我们分享我们在后院和研究生教育系统内的征征和脱殖化的经验。我们描述了一个教育背景，教育学，以及我们努力弥合定居者殖民主义和社区心理学理论的努力。从我们的个人和集体参与教育系统中的参与的反映，我们提出了一个强大的框架，突出了四个原则进行了脱殖化。在实施这些原则时，我们通过解构主导叙述并照亮非土着教职队和学生的脱发，通过解构主导叙事，并照亮自治权的自治叙事的土着叙述，讨论安全（R），在后级机构内的脱殖商的共同创造。

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