Concept Note

Background and Rationale

The field of psychology has long been shaped by Western theories, methodologies, and frameworks that often marginalize Indigenous knowledge systems, cultural perspectives, and lived experiences of communities in the Global South. Historically, psychology curricula and research have been deeply influenced by colonial paradigms that prioritize Western notions of individualism, objectivity, and pathology, often disregarding traditional healing practices, communal knowledge systems, and culturally specific understandings of mental health (Phriri et al., 2023; Schmidt, 2019)​.

As institutions worldwide begin to acknowledge the colonial legacies embedded in psychology, there is a pressing need to decolonize and indigenize the discipline, ensuring that it is inclusive, representative, and responsive to diverse ways of knowing and being. Decolonization involves critically interrogating dominant psychological frameworks, challenging systemic biases, and integrating Indigenous epistemologies and pedagogies into teaching, research, and practice (Phriri et al., 2023)​. Indigenization goes beyond inclusivity; it emphasizes the revitalization and empowerment of Indigenous knowledge systems, enabling psychology to be more relevant to the communities it seeks to serve (Schmidt, 2019)​.

The AsiaPLAT × NPTC 2026 aims to foster dialogue among scholars, educators, practitioners, and community leaders by exploring how psychology can be reimagined through the lens of decolonization and Indigenous knowledge. The conference will serve as a platform for sharing experiences, best practices, and innovative approaches in reshaping psychology education and practice in ways that honor cultural diversity, historical realities, and the resilience of Indigenous communities.

Conference Objectives

The AsiaPLAT × NPTC 2026 invites psychology educators, researchers, and practitioners to contribute scholarly work that critically examines and reimagines the teaching and learning of psychology through decolonial and Indigenous frameworks. The conference aims to:

1. Interrogate the Colonial Legacies in Psychology Education

• Examine how historical and systemic colonial influences have shaped psychology curricula, pedagogical approaches, and institutional policies.

• Critically assess the dominance of Western theories and their implications for teaching and learning in psychology.

2. Advance Decolonial and Indigenous Pedagogies in Psychology Education

• Explore innovative teaching methods that integrate Indigenous epistemologies, community-based learning, and non-Western frameworks.

• Highlight successful strategies for implementing relational, participatory, and experiential learning approaches in psychology classrooms.

3. Transform Curriculum and Assessment in Psychology Education

• Share models of curriculum redesign that center Indigenous and Global South perspectives in psychology education.

• Present alternative assessment methods that move beyond traditional Western evaluation frameworks, incorporating oral traditions, storytelling, and community-driven projects.

4. Foster Inclusive and Culturally Responsive Teaching Practices

• Examine how psychology educators can create inclusive and equitable learning environments that validate diverse cultural perspectives.

• Discuss institutional challenges and opportunities in training faculty for decolonial and Indigenous approaches to psychology education.

5. Encourage Research and Collaboration in the Scholarship of Teaching and Learning (SoTL) in Psychology

• Showcase empirical and theoretical research on the effectiveness of decolonial teaching and learning strategies in psychology.

• Promote interdisciplinary and cross-regional collaborations to advance the scholarship of teaching and learning in psychology from a decolonial lens.

Themes and Topics

Conference submissions should address one or more of the following themes, providing research-based insights, pedagogical strategies, case studies, or theoretical contributions related to decolonizing and indigenizing the teaching and learning of psychology:

1. Reimagining the Psychology Curriculum through a Decolonial Lens

• Proposals for restructuring psychology curricula to include Indigenous and non-Western psychologies.

• Case studies of curriculum transformation in psychology departments across the Global South.

• Challenges and strategies for decolonizing introductory psychology courses.

• Institutional policies and resistance: Overcoming barriers to curriculum reform.

2. Decolonial Pedagogies and Teaching Innovations in Psychology

• Classroom strategies for integrating Indigenous pedagogies, storytelling, and relational learning.

• Decolonial teaching methods: Land-based learning, experiential education, and participatory approaches.

• Teaching psychology through multilingual and culturally diverse frameworks.

• Addressing student resistance to decolonial and Indigenous content in psychology courses.

3. Culturally Responsive Teaching and Student Engagement

• Creating inclusive and equitable classroom spaces for psychology students from diverse cultural backgrounds.

• Co-creating knowledge: Student-led and participatory learning strategies in psychology.

• Decolonizing psychology textbooks, syllabi, and teaching materials.

• The role of psychology educators as cultural mediators and allies in decolonial education.

4. Rethinking Assessment and Evaluation in Psychology Education

• Beyond standardized testing: Alternative methods for assessing psychology students.

• Using Indigenous research methods in student assessments, including oral history and digital storytelling.

• Addressing biases in psychological measurement and student evaluation.

• Reimagining grading and feedback systems in psychology education.

5. Research and Publishing in the Scholarship of Teaching and Learning (SoTL) in Psychology

• Empirical research on the impact of decolonial and Indigenous pedagogies in psychology education.

• Ethical considerations when conducting SoTL research with Indigenous communities and marginalized groups.

• Challenges in publishing decolonial SoTL research and strategies for increasing visibility.

• Strengthening networks and collaborations in SoTL research on decolonizing psychology education.