Calls to decolonize psychology have come from a range of perspectives and geographies. At universities, students
have demanded that the curriculum be decolonized, with local theory and research being foregrounded. Academics
have argued for methodologies that speak to indigenous forms of knowledge and interaction. Practitioners have
forged interventions based on contextual social practices. Decolonizing psychology emphasizes the locatedness of
knowledge production, (neo)colonialist assumptions within 'mainstream' psychology, and the need for
contextualized epistemologies, methodologies, and practice.
These calls have emerged in response to the dominance of a Euro-American model of psychological science.
Given the skewing of publishing, research and human resources to the Global North1
, knowledge generated in these
contexts tends to dominate. Scholars from the Global South have lamented this phenomenon as well as the need to
constantly 'write-back' or critique theoretical, epistemological, and methodological assumptions made by scholars in
the Global North.
At the same time, scholars from the Global South have grappled with the implications of focusing attention
on local or contextual specificities, particularly in terms of theoretical foundations and the generation of data. What
does it mean to practice, for example, African Psychology? How, in forging such a psychology, do scholars avoid the
pitfalls of essentialism, homogenization, appealing to the myth of origin, or exoticizing particular practices?
Decolonizing psychology is not an endeavor restricted to the Global South, however. Illustrating how
mainstream Euro-American psychology is premised on particular (neo)colonialist assumptions not only with regard
to other regions of the world, but also in relation to marginalized populations within Global North countries (e.g.
immigrants, refugees, diasporic and racialized groups, indigenous communities), and within Global South countries
(e.g. Dalits in India, Khoisan in South Africa).
In this special issue, we turn the spotlight on what and how feminisms (in their multiple forms) are (or are
not) taken up in debates and practices of decolonizing psychology. We invite contributions from diverse contexts,
locales, circumstances, and approaches (including queer and trans* studies). Possible topics include:
feminisms and de-colonizing the psychology curriculum;
decolonialism and feminisms in social justice, human rights, transnational practices;
feminisms and decoloniality in interventions, methodologies or epistemology;
research and interventions that highlight the intersections of gender, sexuality, and (neo)colonial power
feminist theory, queer theory, and trans* studies in relation to the decolonial turn;
feminist work in tracing gendered colonial practices/doctrines/institutions/worldviews that shaped
colonizer/colonized interactions and continue to be enshrined in legal systems;
feminist work in highlighting the cultural specificity of central taken-for-granted tropes in Euro-American
centric psychology that have been uncritically assumed to be universal;
Indigenous feminist inquiries and settler colonialism
Contributions may draw on research, theory, practice, or reflections. Submissions may be full-length manuscripts (up
to 8000 words), observations or commentaries (500 to 2000 words), or brief reports (up to 3000 words) – see
http://fap.sagepub.com/. Submissions will be subject to the usual review process. Queries may be sent to the
editors: Catriona Macleod (firstname.lastname@example.org), Sunil Bhatia (email@example.com) or Wen Liu (firstname.lastname@example.org).
Due date for submissions: November15th, 2018