Graduate psychologists are sensitive to the fact that they work in a very diverse society, and now more than ever, there is a real hunger for change. Embedding Indigenous knowledges and ensuring Indigenous participation in the psychology field is one of many important steps we can take to change this. According to Professor Pat Dudgeon, team leader of the Australian Indigenous Psychology Education Project (AIPEP), the discipline is responding to change enthusiastically and positively.
In order to foster cultural responsiveness, all psychologists need to be exposed to a diverse array of cultures and that process can start in the lecture room. Professor Dudgeon, psychologist and key contributor to the upcoming edition of Burton’s Psychology, explains how university educators can incorporate Australian Indigenous Psychology into their curriculum.
Understanding that Indigenous Psychology is different to cross-cultural psychology
There is a great philosophical difference between the two disciplines of cross-cultural psychology and Indigenous Psychology. Professor Dudgeon explains, “Cross-cultural psychology is still very much situated in the Western paradigm. Indigenous Psychology is about challenging the Western construct and ensuring that local Indigenous people are supported in developing their own knowledges, their own realities, and their own therapies.”
Indigenous Psychology takes a de-colonial or anti-colonial standpoint – one that holds strong the UN Declaration of Indigenous Rights. Professor Dudgeon continues,
“If you’re teaching Indigenous Psychology, you have to commit to a range of different philosophical assumptions like self-determination, valuing the Indigenous voice and presence, and be committed to working closely with Indigenous people.”
It truly calls for deep reflection by non-Indigenous academics. Professor Dudgeon reminds us, “non-Indigenous people need to be aware of their own Whiteness and the dominant society they are part of.” The more we can recognise that we are all situated in social, historical and cultural spaces, the more we can get to the crux of what needs to be taught.
Learning outcomes for psychology graduates
Professor Dudgeon and her colleagues work with over 30 Schools of Psychological Sciences across Australia as part of the Australian Indigenous Psychology Education Project. Their mission is to help increase the capability of psychology graduates so they can work effectively with Indigenous people. What they gain from becoming culturally responsive towards Indigenous people can influence the way they can work with other diverse groups.
Professor Dudgeon explains, “Until recently, Psychology has been embedded in a white Western patriarchal context. We feel that we are a part of the change that is very much needed, where Psychology begins to represent the diverse population that it serves.” Psychology does indeed need to be open to different cultural values and the ways of doing things. And through our university courses, we can facilitate and empower the development of Indigenous knowledge.
“Our nation has matured,” says Professor Dudgeon. “While there is still racism, we can call it out, when before it would have been silenced. As our society continues to mature, our discipline also matures. Psychologists are relieved that our field is making change.”
How educators can incorporate Indigenous Psychology
Tip 1:
Teach specific topics as well as embedded learning. Academics should aim for a combination of teaching specific classes about Indigenous Psychology, as well as embedding the Indigenous lens throughout the entire course – while keeping with the accreditation process. “There are already considerable demands on what we teach in a psychology degree,” concedes Professor Dudgeon. Whether universities are completely changing the curriculum or can only offer a few lectures and learning components, the important thing is: any level of change is good change.
Tip 2:
Utilise the Indigenous Psychology chapter in Wiley’s Psychology by Burton et al. Professor Dudgeon describes the chapter she co-authored in Burton’s textbook Psychology as a comprehensive chapter. “And that is its strength,” she concludes. It is a robust starting point for people. Students and teachers will gain solid foundations. Professor Dudgeon’s hope is that the reader’s interest and journey won’t end at that point – that they’ll go on to look at other resources, and they’ll go out to meet Aboriginal people.
When Professor Dudgeon describes other older texts she has come across when she was studying, she tells us “there are still ‘leftovers’ from the previous colonial mindset – material that is either excluding or archaic and damaging.” Her chapter in Burton’s Psychology is an example of the progressive work Dudgeon and her colleagues are doing to right this wrong.
Tip 3:
Use materials by Aboriginal people. Educators should ensure that they are using content developed by Aboriginal people. It is counterproductive to have non-Indigenous people talking about an Indigenous topic but using non-Indigenous authority. Academics should make contact with the local or university-based Indigenous centre to get support, information and guidance. As a Bardi woman from the Kimberly herself, Dudgeon’s knowledge is expansive, but she would also always seek others’ expertise in different local groups and local language groups.
Tip 4:
Include Indigenous speakers. It is important for educators to find appropriate local people to represent topics. Professor Dudgeon notes that the representative doesn’t need to be a person who is knowledgeable about psychology. It could be a cultural expert or Elder who can talk about what is important for Aboriginal communities. Educators can tap into the knowledge exchange that is fostered through the Community Of Practice established by AIPEP.
Tip 5:
Learn to use culturally sensitive language. Articulating Indigenous topics accurately and using the right vocabulary can be daunting for new educators in this field. Get to know your colleagues at the local Indigenous centre at your university – they will be happy to help. However, as an important cultural step, Professor Dudgeon suggests a reciprocal arrangement: what can you give back to the Indigenous centre in response to the help they provide?
A richer learning environment for all
The profession of psychology can play a vital role in addressing the mental health of Indigenous Australians. Establishing the foundations of cultural understanding in our lectures, classroom discussions and textbook materials is a crucial component.
As Professor Dudgeon contends, it is a much richer educational experience when both academics and students are open to the idea of seeking out more knowledge and meeting more Aboriginal people. This is the type of learning environment we should aim to cultivate.
About Patricia Dudgeon:
Professor Patricia Dudgeon is an Aboriginal Australian psychologist, Fellow of the Australian Psychological Society and a research professor at the University of Western Australia’s School of Indigenous Studies. Her area of research includes Indigenous social and emotional wellbeing and suicide prevention. She is a contributor to the upcoming sixth edition of Burton’s Psychology.
More Information:
We hope this post have provided you with some new insights about incorporating Indigenous Psychology into your course. If you would like to know more about Psychology, 6th Edition or any of Wiley’s titles, please reach out to your local Wiley Consultant or request a desk copy today.
