This website is maintained by Glen Jankowski (critical psychology lecturer at Leeds Beckett University) and arose from a group project aiming to move psychology away from its white and Western bias (see how its biased here). If you would like to share your own resources or would like to help maintain this website please email them to firstname.lastname@example.org. Your help is very welcome.
Background on the group project: Glen, Kirsty Bower, Sarah Gillborn, Rowan Sandle & Kevin Hylton all worked at Leeds Beckett University in 2016-2019. Glen and some psychology colleagues including Helen Woolnough received a small grant (£,2,500) from the university’s Centre for Learning and Teaching to highlight this Western*, White bias in the BSc and MSc Psychology courses (that Glen, Rowan and Sarah taught on) in September 2016 (and again in September 2017) . The project consisted of focus groups with our BAME students, a staff survey and content analyses of our module reading lists (& many dissemination events). We also recieved some fuding for research assistant work and domain costs from our internal resesearch centre: PsyCen.
We knew this bias was not exclusive to Leeds Beckett or even the UK however. Therefore Glen and Sarah set up this website with the aim of signposting BME psychological and anti-racism work to begin to challenge this bias. We try to be mindful of the breadth and depth of racism in higher education and of the overwhelming need to do justice to BME psychological work.We know this website can only be one small step towards this. Sarah has since moved institutions and now this website is maintained by Glen.
Below is a short video outlining the project.
“Expanding on diversification, ‘decolonising’ the curriculum has been summarised by Sabaratnam (2017) as a combination of: critically interrogating assumptions about how the world works and how these assumptions implicate people of colour; questioning the location and identity of authors and the reproduction of knowledge, interrogating what they write, how they write about it, and what influence this has on our understanding; and considering the implications of a diverse student body in terms of pedagogy and achievement, working to break down structural barriers and inequality in order to enable students equal opportunity to succeed”