How does the curriculum contribute to the experiences of belongingness in higher education?

Amisi, Alende, Bates, Elizabeth ORCID: https://orcid.org/0000-0001-8694-8078 and Wilbraham, Susan ORCID: https://orcid.org/0000-0001-8512-0041 (2024) How does the curriculum contribute to the experiences of belongingness in higher education? Psychology Teaching Review, 30 (1). pp. 96-106.

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Abstract

This paper is a critical discussion about how the curriculum contributes to the sense of belonginess within Higher Education (HE), and how the ongoing aim of decolonisation needs to incorporate a more consistent intersectional lens with the curriculum within psychology. Psychology as a discipline has been criticised for its focus on primarily conducting research with people from countries that are Western, Educated, Industrialised, Rich and Democratic (WEIRD; Henrich et al., 2010). This approach has neglected a number of social groups within the wider literature and has indeed marginalised the voices and experiences of many. Through the topic of decolonisation, there has been the discussion of the importance of belonging and belongingness, but the intersectional experiences of various social groups within the curriculum has been neglected. In summary, this discussion reveals that there are several key ways in which curricula and decolonial research can contribute to belonging: 1) communication of what (who) is important; 2) consideration of student learning needs; 3) appreciation of course content that is salient to students; 4) demonstration of alignment with a wider range of philosophical approaches; 5) promotion and celebration of cultural differences which allow students to be themselves; and 6) inclusion of a wide range of factors within teaching that contribute to belonging, for example the importance of place.

Item Type:	Article
Journal / Publication Title:	Psychology Teaching Review
Publisher:	The British Psychological Society
ISSN:	2396-9571
Departments:	Institute of Health > Psychology and Psychological Therapies
Additional Information:	Alende Amisi, Elizabeth A. Bates, Susan J. Wilbraham, all of the University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	10 Jun 2024 12:58
Last Modified:	28 Aug 2024 13:00
URI:	https://insight.cumbria.ac.uk/id/eprint/7723

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