Opening Decolonizing Possibilities in Introduction to Educational Psychology Courses: A Multimodal Narrative Analysis of Syllabi

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Applying Educational Psychology to Teaching and Learning (Table 15)

Abstract

Conventional ideas in educational psychology play a key role in perpetuating colonial views of Indigenous (and all) students. In this research, a Community of Inquiry comprised of Indigenous and settler scholars came together to examine decolonizing possibilities in Introduction to Educational Psychology courses. Through a multimodal narrative analysis of 10 syllabi from post-secondary institutions across Canada, the authors distill four categories of ways in which syllabi position and establish relationships between Western perspectives conventionally amplified in educational psychology, and Indigenous or other marginalized understandings of learning and development. This framework also considers how the syllabi set the foundation for relationships between instructors and students.

Authors

• Lorna Andrews, University of the Fraser Valley
  Presenting Author

• Robyn Ilten-Gee, Simon Fraser University
  Presenting Author

• Nikki Yee, University of the Fraser Valley
  Presenting Author